Relevant bibliographies by topics / Remote Learning Practices

Contents

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

Academic literature on the topic 'Remote Learning Practices'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Remote Learning Practices"

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Rosenblum, Jason. "Best Practices in Project-Based Learning." International Journal of Digital Literacy and Digital Competence 11, no. 1 (2020): 1–30. http://dx.doi.org/10.4018/ijdldc.2020010101.

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A retrospective case study design was used to analyze online instructional technology courses at two US universities. A project-based learning design model was used for both complete online delivery and emergency remote teaching formats. Although deep areas of scholarship exist for online learning, project-based learning, and digital media literacies, research in the area of project-based learning designs to support technical learning in online courses is nascent. A review of these areas of literature is presented, and results from this case analysis are presented as recommendations to faculty who wish to design project-based learning for online technical courses, or for those who are planning emergency remote teaching conversions for similar technical courses.
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Casadesús, Martí, Josep Llach, Víctor Matos, and Marc Pons. "REMOTE: First insights into assessing and evaluating remote learning practices in STEM." Procedia Computer Science 232 (2024): 1172–81. http://dx.doi.org/10.1016/j.procs.2024.01.115.

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KIMBERLY, SMITH-BURTON, and ELISE BARRETT CATHERINE. "REMOTE LEARNING BEST PRACTICES IN HIGHER EDUCATION AND P-12 LEARNING." i-manager's Journal on School Educational Technology 17, no. 2 (2021): 1. http://dx.doi.org/10.26634/jsch.17.2.18500.

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Mandasari, Yuyun Putri, and Eka Wulandari. "Teaching ESP during emergency remote learning (ERL): Best practices." ELT Forum: Journal of English Language Teaching 10, no. 2 (2021): 154–62. http://dx.doi.org/10.15294/elt.v10i2.47884.

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After a year more of living with COVID-19, the teachers’ and students’ resilience is still demanding, particularly regarding language online learning. Both parties must keep struggling to fulfill the learning requirements in times of crisis. One of the challenges in language issues is teaching English for Specific Purpose (ESP) in higher education during emergency remote learning (ERL) including teaching ESP at Poltekkes Kemenkes Malang in 2020-2021. At these times, ESP teachers have to design the materials by taking a lot of consideration regarding the students’ needs, goals, learning model, activities, tools, and feedback that met the emergency due to Coronavirus outbreak. They planned, implemented, and evaluated the learning process until they can find the best ones for the students. This study was a survey research with 23 participants of ESP lecturers. This article presented some best practices of teaching ESP in the online mode during ERL as the best experience of ESP lecturers, in the hope that it will be able to give some new insights for fellow educators to help them to provide better learning experiences for the students.
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Morgan, Hani. "Best Practices for Implementing Remote Learning during a Pandemic." Clearing House: A Journal of Educational Strategies, Issues and Ideas 93, no. 3 (2020): 135–41. http://dx.doi.org/10.1080/00098655.2020.1751480.

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Siddiqui, Hassan Arif, Azmat Ali Khan, Huma Maqsood, Rizwan Hanif, and Waheed Akram. "Optimizing Remote Workforce Performance and Career Growth: Strategies for Effective Management, Development, and Employee Engagement in A Digital-First Era." Research Journal for Social Affairs 3, no. 2 (2025): 509–25. https://doi.org/10.71317/rjsa.003.02.0177.

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The COVID-19 outbreak changed the workplace dynamics with work-from-home practices that transformed organizational practices around performance management, learning and development, and employee engagement. This study investigates the impact of leadership support and access to digital learning tools on employee engagement, performance, and career growth in remote and hybrid work settings. A quantitative cross-sectional survey was conducted to collect data on the perceived link of leadership support to employee promotion prospects as well as learning accessibility and engagement. Responses from 310 remote workers across different sectors were statistically analyzed through multiple regression analysis tests and ANOVA, which established the significance of the variables on remote career outcomes. The study also discusses the issues of proximity bias and lack of a structured model for remote work. Moreover, it advances theory by synthesizing current knowledge on digital leadership, remote work, and organizational learning, and recommends practices for building effective, inclusive remote teams in today’s dynamic workplace.
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Hamzaoui, Radoine, Boudhar Abdeslam, Elhoucine OUASSAM, Younes-Aziz Bachiri, and Bouikhalene Belaid. "The Effectiveness of Distance Learning Assessment Practices: Case Study." International Journal of Scientific Research and Management (IJSRM) 12, no. 02 (2024): 3167–77. http://dx.doi.org/10.18535/ijsrm/v12i02.el01.

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Assessment is an essential component of the educational process as it tracks the progress of lessons, activities and facilitates learning through formative assessment or measures performance towards graduation or entry to higher levels of education or employment through summative assessment. However, increasing student enrollments in open-access educational institutions and the need for frequent assessments have led to a shift towards ICT (information and communication technologies) based remote assessment methods. The emergence of health emergencies and the strategy of Moroccan higher education has further accelerated this transition from traditional in-person assessments to remote assessments. This study uses a transversal research design to analyze the impact of distance assessment practices at Sultan Moulay Slimane University in Morocco. The research method includes the development of a benchmark for distance education evaluation methods and a statistical survey of randomly selected students (293) in eight university establishments, as well as other stakeholders involved in the remote assessment process. The objective is to determine the evaluation methodologies most appropriate to the specific context of Sultan Moulay Slimane University. Data is analyzed using descriptive statistics.
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Ristić Dedić, Zrinka, and Boris Jokić. "Croatian Pupils' Perspectives on Remote Teaching and Learning during the COVID-19 Pandemic." Drustvena istrazivanja 30, no. 2 (2021): 227–47. http://dx.doi.org/10.5559/di.30.2.03.

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On March 16th 2020, the Croatian government mandated a nationwide closure of schools and introduced remote teaching and learning in response to the COVID-19 pandemic. The present study explores the perspectives of pupils in the 7th grade of elementary education regarding this period of remote teaching and learning. The study aims to examine the level and determinants of pupils' satisfaction with newly implemented practices and to explore their perception of remote teaching and learning in comparison to classroom practices. An online survey was conducted with 920 pupils from 23 elementary schools in Zagreb between May 25th and June 6th 2020. The results indicate average satisfaction levels and a weak ability of the model to predict pupils' satisfaction based on a set of individual pupil characteristics. Pupils' interest in using digital devices and fathers' educational status were the only significant predictors of satisfaction. On average, pupils perceived remote teaching and learning as unfavourable in terms of quality, task load and effort in comparison to classroom practices. There was, however, a small cluster of pupils (15%) who associated remote teaching and learning with higher-quality practices.
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Gengatharan, Ramesh, Saranya Ramesh, Ebtehag Al-Harthy, Badowi Khalid Al, and Habsi Zweena Al. "Students' perception of emergency remote teaching in the Sultanate of Oman." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (2023): 197–204. https://doi.org/10.11591/ijere.v12i1.23469.

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During the coronavirus disease 2019 (COVID-19) pandemic, educationalinstitutions adopted emergency remote teaching (ERT) practices. In ERT,courses are taught online by teachers who have experience with face-to-faceclassroom instruction. Students and teaching staff were concerned about thesudden change to ERT and learning practices. Higher education institutions(HEIs) need to understand students’ perceptions of ERT in order to prepareappropriate strategies for online teaching and learning. This study isintended: i) to analyze the students’ perception of ERT and ii) to explore thefactors that determine the effectiveness of ERT during pandemic periods.The researchers used an online survey method to collect the primary data byemploying a structured questionnaire. They employed the purposivesampling technique for this study. The results of the study highlight the factthat students prefer to take advantage of the available learning opportunitiesduring the pandemic period. This is because they can earn their academicqualifications on time. It is also evident that the sudden transition to onlineteaching did compromise the efficacy of academic delivery to a certainextent. The study also found that motivation and assessment were crucialfactors in determining the effectiveness of ERT during the pandemic period.
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Mwansa, Mukalula-Kalumbi, and J. Pitsoe Victor. "BASIL BERNSTEIN'S ANALYSIS OF REMOTE LEARNING PRACTICES AS PEDAGOGICAL DEVICES." Social Sciences and Education Research Review 9, no. 2 (2022): 108–14. https://doi.org/10.5281/zenodo.7474368.

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The article is philosophical in nature, arguing that the praxis of RLP as a pedagogical method is consistent with Basil Bernstein's philosophy. It departs from the premise that the RLP and pedagogical practice (visible and invisible) are inseparable. The RLP is philosophically supported by types of symbolic control as regulators of cultural reproduction and change. COVID-19 has had an extraordinary influence on educational institutions, and for teaching and learning to continue, schools have had to implement Remote Learning Practices (RLPs). RLPs at the pre-primary level are heavily impacted by the milieu in which the school is located. The implementation of RLPs had its obstacles; it introduced a whole new educational framework, which revealed new problems. These difficulties must be unpacked and analysed to be comprehended. The basic assumption of this article is that the idea of RLP may be unpacked, analysed, and recreated via the lens of Basil Bernstein's categorization and framing framework. The concepts of categorization and framing are relevant for analysing transmitting agencies.
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Dissertations / Theses on the topic "Remote Learning Practices"

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Ali, Aniyath. "Investigating multigrade teaching (MGT) and learning practices in Maldives: Developing a framework for MGT." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2677.

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Multigrade teaching (MGT) is a feature of schooling widely practised in many countries. MGT is typically instigated to provide education for socially disadvantaged groups of children, which can bring considerable benefit to all concerned. The literature shows that there is a paucity of research into MGT, particularly into pedagogical practices and teaching strategies. The previous researchers who have advocated the adoption of MGT, lack discussion on the pedagogical applications and contextual considerations for remote schools. This research explores how MGT is operationalised in the island nation, Republic of Maldives and proposes an MGT framework for its improvement. A qualitative multiple case study design was employed for the investigation, with five MGT schools from the Maldives and one independent multi-age school in Western Australia for comparison. Semi-structured individual interviews, focus groups, and online questionnaires served as data collection methods. Data were obtained from principals, teachers, and parents of the selected case study schools. The data were analysed using reflexive thematic analysis (RTA). Each of the six MGT schools was examined initially as a single case and then a set of cross-case conclusions was drawn from the case studies in the Maldives and the case study in Western Australia. The results and findings of the research identified that while principals, teachers and parents held positive perceptions about MGT, they were confronting many challenges such as: lack of professional support and training, time management, content integration, teacher turnover, inadequate resources, and lack of flexibility for schools implementing MGT. The results also showed that having no proper teaching guidelines in place created burdens for teachers teaching in MGT classrooms. Despite these limitations, some of the successful practices used by these teachers were recognised as: use of a buddy system, use of a variety of activities, thematic based teaching, and group learning. The researcher concludes by proposing a framework that could be adopted in teaching MGT classrooms to further enhance the current practice of MGT in the Maldives. The researcher also recommends capacity building through in-service training as an important determinant to consider for successful MGT. While differentiated instruction is acknowledged to be a compelling technique in all classrooms, the researcher also suggests it would be beneficial to include a module of differentiated learning designed specifically for teaching multi-age classrooms in teacher pre-service programs. The findings from this research may assist to develop intervention programs for MGT in the Maldives, devise evidence-based policies and action plans for improving the overall quality of MGT in the country and contribute to the literature about MGT in remote schools, particularly teaching strategies used in MGT classes.
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Gobes-Ryan, Sheila A. "Full-Time Teleworkers Sensemaking Process for Informal Communication." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7402.

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Organizations have traditionally accomplished connectivity among their workers by co-locating them in shared organizational workplaces. However, information and communication technologies (ICTs) are offering alternative ways to accomplish this kind of connection. This change raises important questions about what it is possible to accomplish through such mediated communicative connections, and if there are work activities that are best accomplished face-to-face. Practitioners and researchers have historically identified informal communication as a process essential to organizational success that is difficult or impossible to accomplish outside of shared physical environments. This study documents the ways full-time teleworkers are accomplishing informal communication without being in shared work environments. In doing this, this work also identifies for what purposes these participants find shared organizational workplaces important and/or essential for successful informal communication. To complete this study required that two additional questions needed to be addressed: 1) defining full-time telework in the context of modern ICT-mediated corporate work environments, and 2) a re-examination of the parameters of telework to define them for modern workplace environments, so as be able to use effectively to examine past and present telework research efforts. In order to document the context of each of the participants as fully as possible, a narrative case study based research protocol was used. Participants were engaged through two active interviews and a journaling exercise so as to identify and document instances of informal communication and their purposes or roles in their workdays. This study’s key finding is that among this group of full-time teleworkers, all were engaging in informal communication to accomplish bonding and learning, both in ways that paralleled those communicative practices commonly accomplished in shared environments, but also in new ways that were made possible because of emergent sociomaterial practices supported by new information and communication technology affordances. While all the study’s participants indicated that their work processes, including informal communication, could be entirely accomplished virtually, nearly all noted the importance of face-to-face communication for key aspects of bonding and learning. Additionally, the successful work practices of these teleworkers were strongly dependent on the ubiquitous adoption of ICT tools and platforms throughout these participants’ organizations, and by the distribution and mobility of increasing numbers of workers, in these organizations and others, that are using these technologies as a routine part of their daily work practices.
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Johnson, Martin Joseph. "Examiner feedback and learning : what are the characteristics of effective remote feedback in a hierarchic, professional context?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/274870.

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My study explores the characteristics of remote performance feedback that professional examiners working in the Oxford, Cambridge & RSA (OCR) awarding body communicate to each other. Drawing on sociocultural theories, I argue that this interaction possesses learning potential because between-professional communication supports the development of participants’ reasoning through the alignment of culturally appropriate collective thinking. My data consists of 991 feedback messages that were captured during two examination sessions (between May and July 2014, and between May and July 2015). These remote interactions (either email or telephone) involved three senior examiners and 27 examiners. These feedback interactions have an important quality assurance function as they help to ensure that the examiners carry out marking practices to an agreed standard. My research explores two interlinked research questions: ‘What are the characteristics of examiner feedback?’ and ‘What are the characteristics of effective examiner feedback?’ For the first research question I develop a methodology that extends the Sociocultural Discourse Analysis (SCDA) approach developed by Neil Mercer; I call this approach Augmented Sociocultural Discourse Analysis (ASCDA). My methodology allows me to investigate the features of interaction at both a particular and a general level, and clusters my analysis into four specific feedback discourse themes: feedback content, the development of discourse over time, evidence of joint intellectual action within feedback, and the impact of feedback. In order to address the second question I hypothesise that effectiveness relates to how feedback features support or undermine examiners’ common ground building. I synthesise the findings from these analyses to consider the lessons for examiner practice in particular, and for other professional feedback practices more generally. Taken together, these analyses suggest that feedback-giving is an intellectually challenging process. My analyses also suggest that this complexity involves the participants establishing and maintaining an Intermental Development Zone through their feedback communication, and that this entails them manipulating discourse features whilst simultaneously attending to a variety of contextual features of the professional environment.
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Edwards, Christopher John. "Implementing a tele-classroom consultation approach in rural and remote settings to support a community of practice for teachers supporting young children on the autism spectrum and with complex needs in mainstream settings." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/135431/3/Chris_Edwards_Thesis.pdf.

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Many mainstream educators need support to gain the necessary knowledge and skills to meet the needs of students on the autism spectrum within inclusive settings. This thesis explored a multiple-case research design utilising a tele-classroom consultation approach as a form of professional development, to support communities of practice for mainstream educators supporting young children on autism spectrum in two rural Queensland schools.
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Fournillier, Janice B. "Every year you remake yourself an ethnography of learning-teaching practices in Trinidad Carnival mas' camps /." 2005. http://purl.galileo.usg.edu/uga%5Fetd/fournillier%5Fjanice%5Fb%5F200512%5Fphd.

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Vahedi, Irandokht. "Applications of telehealth in the practice, upgrading of knowledge, and communication of physicians with their colleagues and patients in Canada." Thesis, 2017. http://hdl.handle.net/1828/8038.

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Applications of Telehealth in the practice, upgrading of knowledge, and communication of physicians with their colleagues and patients in Canada was explored in this study. The research used exploratory-grounded theory to investigate the opinions of practicing clinicians regarding the use of Telehealth. The study involved conducting semi-structured interviews with physicians who were using or might in the future use Telehealth in their practice. This study was designed to assess the major advantages and shortcomings that Telehealth has to offer in the field of medicine. The research found that clinicians predominantly had a very positive view of Telehealth, although some minor concerns were expressed with respect to the use of Telehealth in private offices and the home (rather than in the hospital). The data indicated that Telehealth can improve overall patient care by bettering the speed and accuracy of communication and diagnosis and the subsequent treatment of patients, saving physicians and patients time and money, reducing waiting lists, aiding the environment, reducing emergency visits and hospitalizations, addressing shortages of physicians (particularly in rural areas), increasing access to specialists, and enabling convenient distance education. These are just some of the many benefits of Telehealth which outweigh its disadvantages. This study also was designed to extract clinicians’ opinions on avenues for improving Telehealth, which thus led to implications for future research. Barriers to the use of Telehealth were found to include concerns about security and IT support, lack of public knowledge of Telehealth’s existence, and installation and maintenance costs for the necessary equipment in the private sector. The study suggests that Telehealth will become more widely available and accessible to the general public. The study also proposes that, through increased governmental support and funding, Telehealth should be advertised and promoted, researched in more depth (in part, to discourage misconceptions regarding Telehealth), collaborated on by stakeholders, and expanded.<br>Graduate
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Books on the topic "Remote Learning Practices"

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McMullen, Bill. Distance education in remote aboriginal communities: Barriers, learning styles and best practices. College of New Caledonia Press, 2003.

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Wilcox, Kristen C. Best practices from high-performing middle schools: How successful schools remove obstacles and create pathways to learning. Teachers College Press, 2009.

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I, Angelis Janet, ed. Best practices from high-performing middle schools: How successful schools remove obstacles and create pathways to learning. Teachers College Press, 2009.

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Wilcox, Kristen C. Best practices from high-performing middle schools: How successful schools remove obstacles and create pathways to learning. Teachers College Press, 2009.

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SMITH, Peter. Remote Teaching Good Practices: Tools to Support Remote Teaching and Learning. Independently Published, 2021.

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Dulany, Pete. E-Learning Made Easy: Best Practices and Teaching Techniques for Remote Learning Environments. Independently Published, 2020.

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Dattola, Ashley. Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. IGI Global, 2021.

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Ruday, Sean, and Taylor M. Jacobson. Remote Teaching and Learning in the Elementary ELA Classroom: Instructional Strategies and Best Practices. Taylor & Francis Group, 2021.

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Ruday, Sean, and Taylor M. Jacobson. Remote Teaching and Learning in the Elementary ELA Classroom: Instructional Strategies and Best Practices. Taylor & Francis Group, 2021.

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Ruday, Sean, and Taylor M. Jacobson. Remote Teaching and Learning in the Elementary ELA Classroom: Instructional Strategies and Best Practices. Taylor & Francis Group, 2021.

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Book chapters on the topic "Remote Learning Practices"

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Frey, Barbara A., and Rae Mancilla. "Inclusive Online Learning: Digital Accessibility Practices." In Diversity in Higher Education Remote Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31214-4_8.

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Cai, Jin, Harrison Hao Yang, Yanhong Li, and Jason MacLeod. "The Remote Synchronous Classroom in China." In Blended Learning. New Challenges and Innovative Practices. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59360-9_33.

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Jorgensen, Robyn, Peter Grootenboer, and Richard Niesche. "Teachers’ Beliefs and Practices in Teaching Mathematics in Remote Aboriginal Schools." In Pedagogies to Enhance Learning for Indigenous Students. Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-84-5_5.

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Faouzi, G., N. Amrous, N. El Faddouli, and M. Khabouze. "Applying Artificial Intelligence to Remote Students Learning Assessment in Higher Education." In Innovative Pedagogical Practices for Higher Education 4.0. CRC Press, 2024. http://dx.doi.org/10.1201/9781003400691-10.

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van der Berg, Servaas, and Bianca Böhmer. "South Africa: COVID-19 Learning Losses and Attempts at Recovery in a Poorly Performing and Unequal Education System." In Evaluating Education: Normative Systems and Institutional Practices. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69284-0_11.

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AbstractThe COVID-19 pandemic significantly affected education in South Africa. School closures, rotational timetabling, remote learning challenges and higher absenteeism compounded educational disparities. PIRLS 2021 results demonstrate significant learning loss in Grade 4 reading achievement, with a decline of 31 PIRLS points since 2016, equivalent to 50–60% of a year’s learning. The proportion of extremely low performers doubled to over a quarter. Socio-economically disadvantaged students were disproportionately affected. Pandemic-induced curriculum adaptations and lenient promotion policies accelerated student progression but failed to address learning deficits, raising concerns about the affected cohorts’ educational and labour market prospects. Insufficient funding and coordination of targeted recovery strategies hinder learning recovery.
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Mendes de Oliveira, Milene, and Mario Antonio Tuccillo. "Intercultural Learning as an Interactional Achievement in a Digital Space." In Studies in Digital Interculturality. transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839468890-005.

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In this chapter, Milene Mendes de Oliveira and Mario Antonio Tuccillo explore processes of learning and participation by newcomers in a team within an online simulation game, pursuing the goal of becoming fully-fledged members of that community. Observed interactional practices adopted by both newcomers other team members are proven to foster participation and inclusion. This case study, based on successful experiences of a remote team, can shed light on the link between intercultural learning and interactional practices.
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d’Abbs, Peter, and Nicole Hewlett. "Alcohol and Community Policing." In Learning from 50 Years of Aboriginal Alcohol Programs. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0401-3_9.

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AbstractThis chapter describes the emergence and evolution of communitypatrols, warden schemesand social behaviour projectsas community-led initiatives for promoting safety and preventing and resolving disputes, many of them associated with alcohol. The earliest reported communitypatrols date from around 1970 and refer to unfunded initiatives relying on Elders and other volunteers, often using their own vehicles and other resources. Patrols evolved in urban, regional and remote settings. They received increased attention following the Report of the Royal Commission into Aboriginal Deaths in Custody (RCADIC) in 1991, which recommended the use of communitypatrols as an alternative or complement to orthodox mainstream policing practices. Historically, many patrols and associated schemes have faced conflicting expectations. They draw on Aboriginal cultural authority to manage disputes in a way more culturally appropriate than mainstream policing practices. External authorities, however, including funding bodies, have tended to view them as extensions of state-based policing with primary roles of keeping drunks off the streets and crime prevention. We explore the emergence of these expectations and the responses of patrols to them and identify best practice principles for communitypatrols and associated measures.
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Orr, Lynne, and Gamin Bartle. "Facilitating Engaging Learning Practices." In Engaging Students With Disabilities in Remote Learning Environments. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5503-6.ch001.

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The chapter's purpose was to explore the experiences of students with disabilities during the unplanned shift to remote learning during the COVID-19 pandemic. A description of the experiences during COVID-19 from the perspective of the institution, the faculty, and the students were presented. Two case studies were presented giving strategies that support learner engagement, lessons from COVID-19, and giving practices for universal design for learning. The literature and case studies support further needs of students with disabilities during online learning. These suggestions were applied by using inclusive teaching and universal design for learning as instructional strategies for the faculty to address the needs of students with special needs. There are a multitude of lessons learned that will further assist university professors in teaching which fosters greater learner engagement, proposes greater accessibility, and allows for greater inclusivity to all learners and various teaching contexts within the college setting.
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Marques, Célio, Anicia Rebelo Trindade, Sónia P. Gonçalves, and Etelberto Costa. "Remote Teaching and Learning." In Developing Curriculum for Emergency Remote Learning Environments. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6071-9.ch002.

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Since the COVID-19 pandemic situation affected the entire world, several studies were conducted to analyse, evaluate, and inform the education community of the best practices to adopt regarding a remote teaching and learning context, bridging the necessity to understand how online learning, mostly remote teaching and learning, can effectively accomplish and fulfill the professional and academic goals of curricula. Which are the practices implemented? And how did teachers who were used to face-to-face teaching deal with it? This book chapter aims to understand the experience of teachers in Portugal of different grades of education (n=466), during the COVID-19 Pandemic, in the year of 2021, prompting to identify the educational approaches, techniques, and strategies that teachers adopted to teach their students and maintain or increase their level of motivation to learn in a remote teaching environment. Additionally, the chapter proposes and sets recommendations based on the data collected, and on literature reviewed about this theme.
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Pataco, Teresa, and Mónica Oliveira. "Practices for Online Teaching and Learning." In Developing Curriculum for Emergency Remote Learning Environments. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6071-9.ch009.

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Considering the issues triggered by COVID-19, remote learning was the only safe method to guarantee students could learn. The way instructors delivered information and interacted with students changed dramatically during COVID-19. Through the stress, pressure, and the emergency changes, professors had to choose the tools needed to provide the best teaching possible. It was necessary to create environments for the students to learn, to practice, and to apply the skills acquired. It was also necessary to entice some socialization during classes. Online classes require more autonomy, and if on the one hand students can learn on their own provided professors hand out some material, on the other hand it is difficult to control how their skills and knowledge evolve. The authors detail the methods used in their online classes (asynchronous or synchronous), the main concerns both instructors and students had, as well as the solutions found to meet those concerns as successfully as possible and to scaffold the learning process of their students at the School of Hospitality and Tourism of the Polytechnic of Porto.
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Conference papers on the topic "Remote Learning Practices"

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Chelladurai, S. Prince, G. Susan Shiny, S. V. Jeevitha, P. Swapna, R. Pavithra, and S. Arulraj. "Revolutionizing Aquaculture Practices: IoT and Deep Learning-based Remote Monitoring for Sustainable Fish Farming." In 2024 5th International Conference on Smart Electronics and Communication (ICOSEC). IEEE, 2024. http://dx.doi.org/10.1109/icosec61587.2024.10722170.

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Bai, Bing, Yue Zuo, Yuzhu Luo, Xiuyuan Peng, and Rongguang Pan. "Deep Learning-based Remote Sensing Monitoring Practice for Corn Area." In 2024 43rd Chinese Control Conference (CCC). IEEE, 2024. http://dx.doi.org/10.23919/ccc63176.2024.10661894.

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Montaudon-Tomas, Cynthia M., Florence Suzanne Grolleau, and Ivonne M. Montaudon-Tomas. "CHALLENGES AND BEST PRACTICES IN REMOTE EMI." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1947.

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Wong, W. K., Filbert H. Juwono, and W. N. Loh. "Remote Implementation of Microcomputers Laboratory Practices: A Case Study." In 2020 Sixth International Conference on e-Learning (econf). IEEE, 2020. http://dx.doi.org/10.1109/econf51404.2020.9385488.

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Mancas, Catalina. "BEST PRACTICES IN DISTRIBUTED LEARNING ENVIRONMENTS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-183.

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Increasing the competitiveness in high-level education is a significant approach of Distributed Learning Environments (DLEs). Providing, a collaborative, time and location-independent, and interactive mean of learning is essential for high-education institutions and each institute aiming at high-level, student-centred education delivery needs to develop a DLE build-up strategy. However, distributed learning needs not to be regarded as a supplement of traditional classroom learning, but as its extension. A former project - ViReC (Virtual Resource Center) aims at setting up a qualitative learning environment in an academic European network. ViReC Web portal targets regular students from European universities, students with locomotors handicap, individuals who seek retraining, companies who seek personnel retraining, companies specialized in personnel retraining, academic staff and teachers/trainers acting in the public/private sector. Not only, the portal represents the access point to a large collection of resources: textbook materials, tutorials and exercises, but the novelty of the DLE system consists in the synchronous section which provides facilities for remote live presentations and experiments based on real equipment that is accessible, configurable and testable over the Internet. ViReC serves as basis of deducting helpful information on the development of DLEs. A careful analysis of ViReC can provide insights into three directions: user (namely, the student), instructor and administration. Moreover, outcomes of ViReC permit dissemination on issues as distance learning, online courses and instructional materials, interactive multimedia textbooks, access to remote systems, synchronous and asynchronous group communications, experiential learning, course and content management, online testing and assessment.ViReC covers subjects in Computer Engineering; however, its applicability can be easily extended to any area of study.
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Manatos, Maria, Ana Rita Dias, Paulo Sampaio, Ana Sofia Barbosa Pereira, and José Pedro Teixeira Domingues. "STATE-OF-THE-ART OF ASSESSMENT PRACTICES IN STEM REMOTE LEARNING." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1761.

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Tawfik, Mohamed, Elio Sancristobal, Sergio Martin, et al. "VISIR deployment in undergraduate engineering practices." In 2011 First Global Online Laboratory Consortium Remote Laboratories Workshop: Improving Laboratory Learning Outcomes (GOLC). IEEE, 2011. http://dx.doi.org/10.1109/golc.2011.6086786.

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Duffy, Nicola, Shaun Ferns, Irene McGinn, Nigel Vahey, and Helen Williams. "THE POWER OF PEER LEARNING: GROUP REFLECTION AS A MODEL FOR UNIVERSAL DESIGN FOR LEARNING (UDL)." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end007.

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The challenges of developing a fully inclusive learning environment were brought to the fore through the shift to emergency remote teaching during the Covid-19 pandemic and served to highlight many of the inequalities and deficiencies of meeting learners’ needs in traditional teaching practice. Fortunately, a framework exists to support the enhancement of this teaching space; Universal Design for Learning (UDL). UDL consists of a set of principles for curriculum development that aims to afford diverse learners equal opportunities to learn by providing more flexible and thus inclusive methods of teaching, learning and assessment. The three core principles of UDL include multiple means of engagement in learning, multiple means of representing information, and multiple means of expressing knowledge. This paper is focused on the present authors’ collective learnings as a peer learning group of university educators participating in the Digital Badge for Universal Design in Teaching and Learning, accredited by Ireland’s National Forum for the Enhancement of Teaching and Learning. We place particular emphasis upon the group’s experiences implementing a UDL re-design of their teaching as part of the Digital Badge. Our analysis of this experience explores in detail each lecturer’s reflective examination of their own teaching, learning and assessment practices; and the practical approaches taken to embedding UDL within these practices. It also considers the impact on the learners involved based on both quantitative and qualitative feedback from practitioners and student cohorts while highlighting the importance of engaging in peer groups. Finally, it concludes with a consideration on how engagement with UDL will impact future teaching practice.
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Kulpa-Puczyńska, Aleksandra. "NEW EXPERIENCES CONCERNING REMOTE LEARNING AND COLLABORATION, INCLUDING PRACTICES OF YOUNG TEACHERS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2094.

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Khant, Shailesh, and Atul Patel. "COVID19 Remote Engineering Education: Learning of an Embedded System with Practical Perspective." In 2021 International Conference on Innovative Practices in Technology and Management (ICIPTM). IEEE, 2021. http://dx.doi.org/10.1109/iciptm52218.2021.9388360.

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Reports on the topic "Remote Learning Practices"

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Means, Barbara, Vanessa Peters, Julie Neisler, Korah Wiley, and Rebecca Griffiths. Lessons From Remote Learning During COVID-19. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/116.

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The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.
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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.
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Mateo-Berganza Díaz, María Mercedes, Emma Näslund-Hadley, Margarita Cabra, and Laura Felizia Vélez Medina. Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004877.

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In this article we experimentally evaluate Colombias Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on childrens prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the childrens caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.
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Klobucar, Blaz. Urban Tree Detection in Historical Aerial Imagery of Sweden : a test in automated detection with open source Deep Learning models. Faculty of Landscape Architecture, Horticulture and Crop Production Science, Swedish University of Agricultural Sciences, 2024. http://dx.doi.org/10.54612/a.7kn4q7vikr.

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Urban trees are a key component of the urban environment. In Sweden, ambitious goals have been expressed by authorities regarding the retention and increase of urban tree cover, aiming to mitigate climate change and provide a healthy, livable urban environment in a highly contested space. Tracking urban tree cover through remote sensing serves as an indicator of how past urban planning has succeeded in retaining trees as part of the urban fabric, and historical imagery spanning back decades for such analysis is widely available. This short study examines the viability of automated detection using open-source Deep Learning methods for long-term change detection in urban tree cover, aiming to evaluate past practices in urban planning. Results indicate that preprocessing of old imagery is necessary to enhance the detection and segmentation of urban tree cover, as the currently available training models were found to be severely lacking upon visual inspection.
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Shengjergji, Sofije, Anna Luzai, Stephanie Mills, Parker Van Nostrand, Anna Lindroos Cermakova, and Natalia Ingebretsen Kucirkova. Environmental impact of EdTech: The hidden costs of digital learing. University in Stavanger, 2024. http://dx.doi.org/10.31265/usps.285.

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The report "Environmental Impact of EdTech: The Hidden Costs of Digital Learning" highlights the often-overlooked environmental consequences of the expanding Educational Technology (EdTech) sector. While EdTech is frequently associated with reducing paper usage and promoting remote learning, the report emphasizes the significant environmental costs linked to the production, consumption, and disposal of digital devices. Key challenges include the energy consumption of data centers, the carbon footprint of AI-driven technologies, and the growing issue of electronic waste, which disproportionately impacts vulnerable communities. The authors advocate for integrating sustainability into the EdTech ecosystem by adopting environmentally conscious practices in both hardware and software development. By summarizing a large set of research and grey literature, the authors stress the importance of evaluating EdTech's carbon footprint, using renewable energy sources, and developing eco-friendly content that educates learners about environmental issues. The report also calls for collaboration across sectors and the need for global standards and certifications to ensure that EdTech contributes to both educational excellence and environmental sustainability. By aligning digital transformation with green practices, EdTech can play a pivotal role in fostering a sustainable future.
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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko, and Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3262.

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The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Pitsia, Vasiliki, Sarah McAteer, Grainne McHugh, and Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, 2024. http://dx.doi.org/10.70092/1691824.1024.

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This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading instruction, including challenges related to remote teaching and learning during the COVID-19 pandemic, and the composition, resources, and climate of schools. Key trends and international comparisons are presented, offering a global perspective on Ireland’s educational standing.The findings are interpreted in light of national education policies and initiatives, particularly the National Strategy to Improve Literacy and Numeracy (2011-2020), and consider the profound impact of the COVID-19 pandemic on education. By identifying critical factors associated with reading achievement, the report provides essential insights into future policy directions and educational practices necessary to support and enhance literacy development in Ireland. It emphasises the importance of addressing inequalities in achievement, ensuring equitable access to educational resources, and adapting to the evolving needs of pupils in a post-pandemic educational environment.
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Harrison, Ian J., Ned Horning, K. Koy, P. McPhearson, and Osman Wallace. An Introduction to Remote Sensing. American Museum of Natural History, 2008. http://dx.doi.org/10.5531/cbc.ncep.0174.

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Remote sensing is a technology for sampling reflected and emitted electromagnetic radiation of features on the Earth's land surface, oceans, and atmosphere. In this module, we exclude such techniques as sonar, geomagnetic and seismic sounding, as well as medical imaging, but include a wide set of techniques often known by the alternative name of Earth Observation (EO). The main objective of this module is to introduce the basic concepts of remote sensing science, focusing on the practical aspects of accessing, visualizing, and processing remotely-sensed data. Information here is targeted towards those who are interested in learning about working with satellite imagery. Through this module, teachers will enable students of biodiversity conservation to begin exploring the benefits of remote sensing and explore imagery on their own. The accompanying appendices contain numerous resources for remote sensing information, image archives, and software.
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Dabrowski, Anna, and Pru Mitchell. Professional learning modes. Literature review. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-695-6.

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This literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes of professional learning and in particular any studies that compared different modes of professional learning. The reviewers were interested in evidence pointing to the circumstances in which a particular mode of professional learning might have the most impact on teaching practice or school culture, as well as whether particular modes, or combination of modes, had greater impact for specific cohorts of teachers.
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