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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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Vélez, Sergio, and Sara Álvarez. "Harnessing Data-Driven Technologies for Sustainable Farming Practices." Agronomy 14, no. 12 (2024): 2969. https://doi.org/10.3390/agronomy14122969.
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Assaf, Joumana, and Loubna Nehmeh. "The Remote Learning Experience in Lebanon: Learners’ Attitudes and Practices." Pedagogical Research 7, no. 1 (2022): em0115. http://dx.doi.org/10.29333/pr/11551.
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Seabra, Filipa, Luísa Aires, Marta Abelha, and António Teixeira. "Emergency Remote Teaching and Learning and Teachers’ Digital Competence." Revista Electrónica de Investigación Educativa 25 (December 22, 2023): 1–16. http://dx.doi.org/10.24320/redie.2023.25.e29.5663.
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The challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims to identify the ERTL practices adopted in Portugal and how they were perceived by teachers of students aged 3 to 18. Data were gathered through a questionnaire administered online during April and May 2020 to 329 teachers. ERTL was perceived as an opportunity to develop their own and their students’ digital competences. Teachers expressed a moderately positive view of the process and reported an experience of work overload. The pedagogical practices implemented by teachers during this period were diverse and differed according to gender, self-assessment of digital competence, and level of education taught. Results point to the importance of continued teacher training to achieve quality distance education.
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Lee, Jaekyung, and Young Sik Seo. "What Worked for the U.S. Students’ Learning During the Pandemic? Cross-State Comparisons of Remote Learning Policies, Practices, and Outcomes." Education Sciences 15, no. 2 (2025): 139. https://doi.org/10.3390/educsci15020139.
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This study provides critical policy insights into the U.S. students’ academic achievement trends and the impacts of remote learning policies and practices during the COVID-19 pandemic. Linking cross-state education assessment and survey datasets, it applies multivariate regression and case study methods to examine the relationship between remote learning policies and student achievement in reading and math. The results reveal large cross-state variations in outcomes along with regional patterns of in-person vs. remote learning policy divides. The states that adopted top-down, stringent school closure/reopening policies and relied more on remote instruction experienced relatively larger achievement declines. The government’s funding support, teacher help, and home learning resources such as technology did not work. In contrast, the states that adopted flexible school closure/reopening policies with more in-person instruction reported smaller achievement losses. Further, students’ digital literacy and remote learning self-efficacy such as online searching and help-seeking worked. The policy and research implications are discussed.
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Zhang, Ying, Tessa E. Moore, Amanda Weidner, et al. "Exploration of Remote Didactics at Rural Family Medicine Training Programs." Family Medicine 54, no. 5 (2022): 362–63. http://dx.doi.org/10.22454/fammed.2022.657132.
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Background and Objectives: Distance learning is a feasible and effective method of delivering education, especially in rural settings. Few studies focus on remote learning in graduate medical education. This study explores remote didactic practices of rural family medicine programs in the United States. Methods: We conducted an electronic survey of rural family medicine residency site directors across the United States. We completed sample analyses through descriptive statistics with an emphasis on descriptions of current didactic practices, facilitators, and challenges to implementation. Results: The overall response rate was 38% (47/124) for all participants from rural residency programs, representing 28 states. About 24% of rural training track (RTT) participants reported no shared remote didactics between urban and rural sites. More than half of RTT participants (52%) reported remote virtual didactics were either not shared between urban and rural site or were shared less than 50% of the time. Top challenges to implementing remote shared didactics were lack of appropriate technology (31%) and lack of training for faculty and residents in delivery of remote didactics (31%). Top facilitators included having technology for the remote connection (54%), a faculty champion (42%), and designated time to develop the curriculum (38%). Conclusions: There is potential for improving shared remote didactic sessions between rural and urban sites for family medicine RTTs, which may enhance efficiency of curriculum development across sites and maximize opportunities for bidirectional learning between urban and rural sites.
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Budin, Shannon, Andrew Hashey, Angela Patti, and Lisa Rafferty. "Translating High-leverage Practices to Remote Environments." Journal of Special Education Preparation 1, no. 1 (2021): 25–35. http://dx.doi.org/10.33043/josep.1.1.25-35.
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Given the global pandemic, educators at all levels have had to transition their teaching practices to remote environments. Teacher education faculty have had to consider not only how to shift their own teaching, but alsohow to prepare teacher candidates for their future teaching roles which may include instruction in a range ofmodalities (face-to-face, remote-synchronous, remote-asynchronous, hybrid). In this article, we propose thathigh-leverage practices (HLPs) can serve as a solid foundation for teacher preparation regardless of modality and offer five tips for how teacher educators can prepare candidates to use HLPs across modalities. A vignette which highlights two HLPs (i.e., establishing a consistent, organized, and respectful learning environment; and using strategies to promote active student engagement) is included to illustrate implementation of the tips.
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Vatier, Camille, Alain Carrié, Marie-Christine Renaud, Noémie Simon-Tillaux, Alexandre Hertig, and Isabelle Jéru. "Lessons from the impact of COVID-19 on medical educational continuity and practices." Advances in Physiology Education 45, no. 2 (2021): 390–98. http://dx.doi.org/10.1152/advan.00243.2020.
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The COVID-19 crisis necessitated abrupt transition to remote learning in medical schools. We aimed to assess the impact of COVID-19 on French undergraduate students and teachers, to identify practice changes, and to evaluate successes and areas for improvement of this remote learning experience. Data from 2 online questionnaires were analyzed with 509 participants among students and 189 among teachers from Sorbonne University. Responses to multiple choice, Likert response scale, and open-ended questions were evaluated. COVID-19 had negative impact on teaching continuity. Sixty-seven percent of students were in a dropout situation, and many suffered from psychological stress, leading to set up of a psychological support unit. Although most teachers (81%) and students (72%) had limited knowledge of digital resources, distance learning was quickly implemented, with a predominant use of Zoom. The analysis of several parameters revealed that students were significantly more satisfied than teachers by remote learning. Nevertheless, both students and teachers agreed to replace classical lectures by digital media and to promote in-person teaching in small interactive groups. This paper shares tips for faculty rapidly establishing remote learning. This comparative study of the students’ and teachers’ points of view underlines that new medical curricula should include more digital contents. We make recommendations regarding general university organization, equipment, and curricular development for long-term implementation of digital resources with reinforced relationships between faculty and students.
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Almutairi, Faisal M., Naser G. H. Ali, and Husain F. Ghuloum. "A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic." International Education Studies 14, no. 5 (2021): 121. http://dx.doi.org/10.5539/ies.v14n5p121.
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In today’s educational landscape educators and administrators are confronted with unprecedented challenges as they have to hastily move education online. Emergency remote teaching is a response to this crisis. However, the research about the efficacy of remote teaching is scarce because of COVID-19 which is a rapidly evolving situation and also because of a lack of clarity about what constitutes instruction during an emergency. Moreover, the actual practices for emergency remote teaching are unclear in the context of Kuwait. This study aims to investigate how educators are implementing emergency remote instruction in order to reshape education during the COVID-19 pandemic in Kuwait where traditional instructional approaches and practices are dominant. Using a case study research design, the researchers delve into educators’ perspectives by collecting qualitative data from interviews. The results indicate that educators used multiple pedagogical approaches to enhance student participation and learning. It also revealed the problematic aspects of remote or distance education. Finally, the results were used to construct and present a Novel Remote Learning Framework, which is an empirically- grounded, theoretically-informed conceptualization of emergency remote instruction which is expected to reshape instruction during the COVID-19 pandemic.
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LeVesseur, Cheyne A., Julie Q. Morrison, and Melissa Nantais. "Educators’ Preferences for Professional Learning Formats by Learning Objective." Journal of Education and Training Studies 10, no. 3 (2022): 43. http://dx.doi.org/10.11114/jets.v10i3.5495.
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Innovations in information technology have generated an array of options for the professional learning for educators. Face-to-face, remote, and hybrid formats for professional learning each have their advantages and disadvantages for advancing educators’ knowledge and skills in evidence-based practices to promote student achievement. The purpose of this study was to better understand teacher and educational leaders’ preferences for professional learning formats in relation to the intended learning objective. The results indicate that educators preferences for professional learning format varied by the intended learning objective of the session. Remote professional learning was preferred relative to face-to-face and hybrid formats for a session in which the primary objective was to share information uni-directionally from the presenter to the audience (53% versus 25% and 22% preferred hybrid). The respondents were equally split in their preference for either a face-to-face or remote format when the learning objective was to understand new concepts and learn how to apply the concepts to their setting. The results have important implications for designing professional learning.
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Viegas, Clara, Ana Pavani, Natércia Lima, et al. "Impact of a remote lab on teaching practices and student learning." Computers & Education 126 (November 2018): 201–16. http://dx.doi.org/10.1016/j.compedu.2018.07.012.
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Lima, Mayka de Souza, José Maria N. David, and Rita S. P. Maciel. "Moving From Remote Education: Instructional Design Lived Experiences." Revista Brasileira de Informática na Educação 32 (October 8, 2024): 533–67. http://dx.doi.org/10.5753/rbie.2024.3894.
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Digital Technological Resources (DTRs) are considered by many to be essential in everyday life, influencing pedagogical practices, culture, relationships, learning, and teaching practices. Due to the COVID-19 pandemic, Brazilian educational institutions needed to migrate from face-to-face to remote teaching supported by digital technological resources in pedagogical practices. This transition brought several challenges and opportunities for education professionals, especially those involved in instructional design, as they adapted face-to-face teaching methods and included new teaching methodologies to maintain school activities. New opportunities have arisen to explore new pedagogical approaches, such as online collaborative learning, multimedia resources, and the personalization of instruction to meet students’ individual needs. This movement has highlighted remote classroom preparation and design, which is critical for future educational strategies in remote education. This study investigates the experience and perceptions of education professionals using teaching methodologies during the pandemic and the impact on their practices after returning to face-to-face classes. A survey was conducted with 276 education professionals from primary to higher education from public and private institutions in Brazil. The survey results showed the diversity of digital technology resources and teaching methodologies used, the active ones in particular, such as problem-based learning and flipped classrooms. Moreover, our results reveal that while using DTRs, several education professionals complained of lacking certain features and reported desired ones. We hope this study can provide information to support educational software development projects and contribute to improving teaching-learning activities and curriculum design research in the remote teaching modality.
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Hill, Joanne, Alex Baird, Kurtis Wesley, Jeremie Tchibonkola, and Alex Stewart-Psaltis. "Commuting students before and during COVID-19: academic identity across home and campus spaces." Widening Participation and Lifelong Learning 26, no. 1 (2024): 90–112. http://dx.doi.org/10.5456/wpll.26.1.90.
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Commuter students are believed to lack academic engagement because they do not `stick around´ on campus, but narratives of student belonging as tied to campus presence were challenged by emergency remote learning during the COVID-19 pandemic. This paper reports on a longitudinal project on geographical, cultural and emotional dimensions of student practices of learning in an English widening participation university. We use theories of student belonging and mobilities as thinking tools to understand the relationships between students, spaces and learning practices in constructing fluid understandings of academic identity for commuting and residential students. Between 2016 and 2021, 28 students were interviewed. Geographical and cultural distance from university, but closeness to family or the domestic duties of home, affected commuter student practices of learning differently before and during emergency remote learning. When distance was enforced, remote learning was not necessarily easier for commuters, who had complex responses to losing social interaction. By rethinking how the benefits of being physically on campus are conceptualised and communicated, and how commuter identity is shaped by continuing interactions across home, digital, travel and campus spaces, we argue that commuter students′ multiple experiences should inform the post-pandemic university.
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Al Massalmeh, Rasha, and Pernilla Nilsson. "Capturing Remote Online Teaching Practices within Swedish as a Second Language Context through the Lens of TPACK." Nordic Journal of Language Teaching and Learning 13, no. 1 (2025): 59–79. https://doi.org/10.46364/njltl.v13i1.1357.
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This article investigates the adoption of remote teaching practices within Swedish as a second language courses in adult education, with a focus on teachers´ experiences during and after emergency transition to remote teaching. With the aim of understanding how teachers adopt and adapt remote teaching practices, semi-structured interviews with six in-service teachers from governmental adult education schools in Sweden were carried out. Interviews were deductively analysedbased on the knowledge components in the TPACK framework (Mishra & Koehler, 2006) to provide a comprehensive understanding of how teachers use their technological, pedagogical and content knowledge to facilitate a remote learning environment for language skill development. Findings reveal the complexities of remote teaching adoption in second language context. Yet, personalised teaching practice, adaptive feedback practices, and digital platforms for assessment and course content design, appear to be valuable to enhance remote teaching sessions. Additionally, contextual factors that shape teachers' remote teaching practice were identified highlighting the interplay between context levels. The findings broadly contribute to the wider conversations in technology-based teaching practices and inform enhancing remote teaching practice for second language teaching.
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Torres, Rose Ann O., and Ruth A. Ortega-Dela Cruz. "Facilitating Learning of Generation Z Learners towards Effective Remote English Language Learning." Theory and Practice of Second Language Acquisition 10, no. 2 (2024): 1–18. http://dx.doi.org/10.31261/tapsla.15616.
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As remote English language learning has become widespread in the context of the global pandemic, it is essential to understand effective pedagogical practices specifically with the Generation Z population (born between 1997 and 2012) from economically less developed communities. Using a survey research design, the study identified the preferred remote teaching-learning modality and techniques among 75 Generation Z learners. An online survey was administered to randomly selected Junior High School students in the Philippines. The results revealed that synchronous learning was believed to be more helpful in enhancing the students’ English language learning, with techniques that encouraged them to speak and practice their grammar. Interactive group activities were mostly preferred by the learners to enhance their viewing, reading, listening, and writing skills. The study concludes with a discussion about teaching-learning techniques for teachers to successfully carry out a meaningful, enjoyable, and engaging learning experience toward effective remote English language learning.
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Alsadoon, Hamadah. "Using Artificial Intelligence for Proctoring Remote Exams: Advantages and Challenges." International Journal for Research in Education 48, no. 1 (2024): 12–27. http://dx.doi.org/10.36771/ijre.48.1.24-pp12-27.
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The COVID-19 pandemic has forced extreme changes in educational practices around the world. Many universities and schools have offered their educational curricula and activities completely via online learning. That is why universities and educational institutions have practiced conducting tests remotely to preserve the safety of their students. Meanwhile, these universities and educational institutions faced the challenge of evaluating the integrity of the remote tests. These institutions have sought, through a number of practices, to verify the identity of students and the reliability of their test performance by using a number of means to ensure that the exams are conducted without fraud. One of those means is the use of the artificial intelligence technology applied by the Saudi Electronic University, represented by AI proctor to monitor tests remotely. This study aims to investigate the advantages of using this technology as well as the challenges that faced its implication from the viewpoint of the examination supervisors at the Saudi Electronic University. The study revealed a number of advantages and challenges. The study made a number of recommendations. Keywords: Distance education, e-learning, COVID-19; E-exam; Distance exams.
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Cox, Charles T., Nicole Stepovich, Alexandra Bennion, Jessie Fauconier, and Nicole Izquierdo. "Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses." Education Sciences 11, no. 9 (2021): 549. http://dx.doi.org/10.3390/educsci11090549.
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The rapid shift from face-to-face to remote instruction in 2020 has resulted in recalibration of lecture and laboratory pedagogy. This research analyzed the impact of remote learning on student motivation and sense of belonging in large enrollment chemistry courses. Student responses were parsed according to specific demographics including gender, academic standing, first-generation status, and ethnicity. Research objectives included the analysis of how remote learning impacted specific demographics to develop guidelines for best practices moving forward for hybrid or online courses. Our findings show that second year students (sophomores) were the most impacted of the academic standing cohorts. Sophomores reported a statistically greater change in motivation after the start of the semester and statistically lower satisfaction with their performance on assignments. Females reported statistically lower motivation and a statistically lower sense of belonging in the course and science, technology, engineering, and mathematics (STEM) fields. Black/African students reported a statistically lower motivation for remote learning than Asian/Pacific Islander and White/Caucasian students. Finally, both White/Caucasian and Black/African students reported a statistically lower sense of belonging in the course and in STEM fields than Asian/Pacific islander students. Finally, statistical differences were not observed based upon first-generation status. The research indicates that students were differentially impacted by the shift to remote learning. From these findings, a stronger understanding of how specific demographics are differentially impacted by remote learning in STEM courses is provided, granting greater insight into best practices moving forward.
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Matarirano, Obert, Onke Gqokonqana, and Abor Yeboah. "Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution." Research in Social Sciences and Technology 6, no. 2 (2021): 199–218. http://dx.doi.org/10.46303/ressat.2021.19.
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COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student’s struggles in their plans for remote teaching and learning as well as online learning.
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García-Cedeño, Duván Fernando, and Álvaro Bernal Noreña. "Learning manager for remote experimentation with optoelectronic devices." DYNA 82, no. 193 (2015): 23–31. http://dx.doi.org/10.15446/dyna.v82n193.44060.
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Both the Internet and communications & information technology (ICT), are making a valuable contribution to education. Remote experimentation is an example of the contribution that becomes as a solution to various problems involved with practices in situ, which are a fundamental aspect in the development of skills in engineering education. In this work, we have implemented a learning manager to experience with optoelectronic devices via internet, this tool is composed of a hardware platform comprising a set of electronic components such as light emitting diodes and optocouplers, each one with its respective signal conditioning and communication interfaces; additionally, a Web 2.0 user interface and learning management concepts and content are included. Those facilitate administration and promoting collaborative learning regarding social networks.
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Besada-Portas, E., J. A. Lopez-Orozco, J. Aranda, and J. M. de la Cruz. "Virtual and remote practices for learning control topics with a 3DOF quadrotor." IFAC Proceedings Volumes 46, no. 17 (2013): 78–83. http://dx.doi.org/10.3182/20130828-3-uk-2039.00024.
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Blessing Mavengere, Nicholas, Jane Henriksen-Bulmer, David Passmore, et al. "Applying Innovative Technologies and Practices in the Rapid Shift to Remote Learning." Communications of the Association for Information Systems 48, no. 1 (2021): 185–95. http://dx.doi.org/10.17705/1cais.04824.
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Hardini, Tri Indri, Sri Setyarini, and Sri Harto. "REMOTE LEARNING IMPLEMENTED BY BIPA TEACHERS DURING COVID-19 PANDEMIC." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 5, no. 1 (2021): 122–36. http://dx.doi.org/10.21831/jk.v5i1.35050.
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This research aimed to describe how BIPA teachers implemented remote learning process, identify the problems encountered during COVID-19 pandemic, and explore how Indonesian cultural elements were introduced to students of primary and secondary schools. This research applied a case study design involving eight BIPA teachers in Victoria, Australia as participants. The data were collected through survey questionnaire, virtual interviews, and document analysis. The research data were analysed by making data categories regarding the implementation of remote learning, identification of its problems, and the introduction of Indonesian cultures to students. Interpretation of research findings was done by using relevant theoretical framework. The research findings indicated that the BIPA teachers implemented the remote learning through providing a learning model, listening to students’ individual reading practices, doing a discussion with the students, and implementing simple practices on the selected materials. One of the problems encountered was about students’ motivation. The elements of Indonesian cultures were introduced through identifying its types, describing the identified types of cultures, and writing short essays on the selected cultural topics.
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Vicente, Marvin, and Roberto Revilla. "Special Education in a Remote Setting: Stakeholders’ Stories and More." American Journal of Multidisciplinary Research and Innovation 1, no. 4 (2022): 67–75. http://dx.doi.org/10.54536/ajmri.v1i4.567.
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Remote special education is a relatively new phenomenon. Since the beginning of special education in schools, direct and explicit instruction has been used for learners with autism. Learners, parents, and teachers as stakeholders struggle with alternative instructional methods. Parents are critical players in remote learning. They facilitate home-based learning through modular instruction. Parents help students engage when teachers facilitate online learning. Stakeholders are also alternatively referred to as frontline or grassroots remote special education implementers. This study elicited special education stakeholders' constructs in three areas: views on remote special education, essential special education practices, and policy building blocks. Three teachers and three parents with children with autism respectively participated. Using a semi-structured interview guide, data were collected via online interviews. From an interpretivist's lens, constructs were gleaned from participant narratives. George Kelly's Personal Construct Theory aided the construction process. Stuart Hall's multiple readings informed textual analyses. Findings suggest that special education stakeholders viewed remote learning as a shared responsibility. Eight essential special education practices were determined: individualization, modification, accommodation, assessment, intervention, early detection, collaboration, and inclusion. Individualization and modification, accommodation, teachers' competency, home program, and collaboration emerged as policy building blocks. Researchers’ recommendations include (1) taking advantage of technology in individualization, (2) assessing the feasibility of online learning as an alternative learning modality, (3) providing teachers with comprehensive competency training, (4) supporting home programs as a supplementary educational intervention, and (5) considering telehealth and teletherapy as emerging collaboration strategies.
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Al-Salem, Fatima, and Anne-Charlotte Marie Dubois. "Evaluating the Long-Term Impacts of Remote and Hybrid Learning on English Language Teaching: Identifying Effective Practices for a Post-Pandemic World." Research Studies in English Language Teaching and Learning 1, no. 1 (2023): 44–55. http://dx.doi.org/10.62583/rseltl.v1i1.8.
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The COVID-19 pandemic has transformed educational systems worldwide, leading to the rapid adoption of remote and hybrid learning models. English language teaching (ELT) has also undergone significant changes during this period. This quantitative research paper investigates the long-term effects of remote and hybrid learning on ELT and identifies best practices for future implementation. The study employs a combination of surveys, observational data, and standardized test scores to assess student performance and teacher effectiveness in remote and hybrid ELT settings. The findings reveal the importance of incorporating technology-enhanced learning strategies and the need for continued professional development for teachers in a post-pandemic world.
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Morgan, Hani. "Alleviating the Challenges with Remote Learning during a Pandemic." Education Sciences 12, no. 2 (2022): 109. http://dx.doi.org/10.3390/educsci12020109.
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The COVID-19 pandemic has caused many challenges that resulted from the suspension of face-to-face classes. Some of these challenges involved the problems associated with remote learning. One problem with this approach to learning is that it can be didactic. Remote learning can contribute to loneliness as well, and the lack of access to reliable technological resources that many students from low-income families experience can contribute to learning setbacks. Although the pandemic has created challenges related to providing remote learning opportunities and keeping students emotionally and physically healthy, some schools and colleges have used various methods to alleviate these concerns. This study focuses on the challenges associated with remote learning when it is implemented during the suspension of face-to-face classes. It also explores the practices that can be used to alleviate the obstacles that may cause students to experience setbacks.
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VASHISTH, SONIKA. "How H R Practices can be optimized for effective management of remote and virtual team in IT industry." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 04 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem32612.
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exploring ways to enhance HR practices for the efficient administration of IT sector remote and virtual teams Analysing methods for efficient virtual team management, HR optimised the rise of remote work. Topics covered include technology developments, globalisation, shifting labour demographics, pandemics, and corporate cost savings as drivers of remote work's ascent. Issues with communication, trust-building, time zone differences, accountability, and productivity are some of the difficulties discussed in the article as they pertain to virtual team management and remote work. Future trends in remote work, including hybrid work models, the gig economy, and artificial intelligence, are also covered in the article. It also discusses methods for managing virtual teams effectively, ways to collaborate, and case studies of successful remote work implementation. In light of the fact that remote work is constantly changing the way organisations function, manage teams, and collaborate, the conclusion stresses the need of constant adaptation and learning. Key Words Remote IT team management: HR practices, challenges, strategies, future trends
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Abdqodirhoja Qizi, Inomkhojaeva Shodiyakhon. "Principles And Practices Of A Language Assessment." American Journal of Social Science and Education Innovations 03, no. 06 (2021): 33–39. http://dx.doi.org/10.37547/tajssei/volume03issue06-05.
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Evaluation has a critical part in instruction and it features a basic part within the instructing prepare. Through fitting evaluation, instructors can classify and review their understudies, deliver criticism and structure their educating appropriately. As of late, teachers and scientists have been getting to be more fascinated by the necessities of evaluation methods within the scope of outside dialect educating and the learning handle, as forms of evaluation have been changing. The evaluation strategies relate to authenticity, common sense, unwavering quality, legitimacy and wash back, and are considered the essential standards of appraisal in remote dialect instructing and learning. The most esteem of these previously mentioned standards is to recognize the impacts of appraisal and audit any classroom based issues between the instructor and the understudy. As the evaluation prepare influences both instructors and understudies, centrality and thought ought to be given to appraisal strategies in outside dialect educating.
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Yuebo, Li, Siti Hajar Halili, and Rafiza Abdul Razak. "Online teaching in China during the COVID-19 pandemic." International Journal of Evaluation and Research in Education (IJERE) 11, no. 3 (2022): 1464. http://dx.doi.org/10.11591/ijere.v11i3.23205.
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<p>This study was undertaken to understand the overall impact of China's online education practices at all levels during the COVID-19 pandemic. A study of remote learning was an opportunity to better understand the long-term impact and adoption of structural and pedagogical practices in the post- pandemic period. The main research subjects were teachers and administrators in K-12 primary, vocational colleges and universities. The adult learning andragogy model was utilized as a framework for understanding the conditions under which students and faculty learned and taught in a remote learning environment. Statistical analysis of survey data indicated the research subjects had expectations for a change in teaching methods into the future. Future research is needed to carry out an in-depth analysis of how to build a model for online education. As a result of this study, it was determined that the continuous evaluation of online education would help in shaping best practice for teaching and learning in a remote environment within China’s educational system.</p>
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Vicente, Marvin, and Roberto Revilla. "Special Education in a Remote Setting: Stakeholders' Stories and More." American Journal of Multidisciplinary Research and Innovation 1, no. 4 (2022): 67–75. https://doi.org/10.54536/ajmri.v1i4.567.
Full textAbstract:
Remote special education is a relatively new phenomenon. Since the beginning of special education in schools, direct and explicit instruction has been used for learners with autism. Learners, parents, and teachers as stakeholders struggle with alternative instructional methods. Parents are critical players in remote learning. They facilitate home-based learning through modular instruction. Parents help students engage when teachers facilitate online learning. Stakeholders are also alternatively referred to as frontline or grassroots remote special education implementers. This study elicited special education stakeholders' constructs in three areas: views on remote special education, essential special education practices, and policy building blocks. Three teachers and three parents with children with autism respectively participated. Using a semi-structured interview guide, data were collected via online interviews. From an interpretivist's lens, constructs were gleaned from participant narratives. George Kelly's Personal Construct Theory aided the construction process. Stuart Hall's multiple readings informed textual analyses. Findings suggest that special education stakeholders viewed remote learning as a shared responsibility. Eight essential special education practices were determined: individualization, modification, accommodation, assessment, intervention, early detection, collaboration, and inclusion. Individualization and modification, accommodation, teachers' competency, home program, and collaboration emerged as policy building blocks. Researchers’ recommendations include (1) taking advantage of technology in individualization, (2) assessing the feasibility of online learning as an alternative learning modality, (3) providing teachers with comprehensive competency training, (4) supporting home programs as a supplementary educational intervention, and (5) considering telehealth and teletherapy as emerging collaboration strategies.
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Oleksandra, Shevchenko, Tkachenko Vadym, Tkachenko Kateryna, and Nenko Yuliia. "Communication barriers in emergency remote education." Revista Brasileira de Educação do Campo 7 (May 28, 2022): 1–24. https://doi.org/10.20873/uft.rbec.e14210.
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Despite the abundance of methods, materials, pedagogical philosophies, and a variety of teacher training programs, many educators still do not have the skills and self-efficacy to effectively navigate the new combinations of distance, blended, and in-classroom learning. The review of literature signals the disrupted nature of teacher-student communication caused by the coronavirus pandemic. This is a literature review focused on the findings of 206 published open-access journal articles on teacher-student educational interaction during the COVID-19 pandemic. The primary goal of the current research is to provide an initial indication of the potential size and nature of the extant communication barriers in emergency remote learning. Furthermore, authors attempt to draw overall conclusions about the merits of existing propositions or methods aimed at overcoming the existing barriers. The complaints reported in the surveys include technical, psychological, personal, emotional, and health issues, lack of feedback, and poor student engagement. The latter prompts us to search for good practices that solve the aforementioned teacher-student interaction barriers or reduce the scope of these barriers. The outcomes of this study can help theorize about the many forms of barriers that exist in teacher-student interactions in emergency remote learning.
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AL Maskari, Sanad. "Navigating Remote Learning: A study on Student Perceptions During Times of Uncertainty." Qubahan Academic Journal 5, no. 1 (2025): 810–23. https://doi.org/10.48161/qaj.v5n1a1482.
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Covid 19 pandemic impacted the global economy, operations and people daily lives. The pandemic has a ripple effect on student learning which in turn will impact global economy for years to come. As the Covid-19 pandemic forces educational institutions in several countries to transition from face-to-face instruction to emergency remote teaching, teachers and students face the daunting task of adapting their practices. This research investigated university student attitude toward learning from home while focusing on the Omani context. In addition, it is aspired to understand and analyze different factors affecting student attitudes toward remote learning including demographic factors, technology access, technology competencies, learning preference and technology usefulness. The study was conducted using an online remote learning pedagogy questionnaire designed using a five-point Likert scale. A total of 279 students participated in this study from various study levels. The study findings highlighted important elements that should be addressed by educational institutes when offering a remote learning experience. Firstly, student-teacher engagement is an essential part of remote learning. The ability for students to communicate seamlessly with their facilitator is a critical factor in promoting positive attitudes toward the remote learning process. Secondly, technology accessibility impact student’s perceptions and attitudes toward remote learning. Reliable and seamless access to the university learning platforms and online resources are critical success factor. Finally, offering students a variety of online learning resources activities and interactive materials can impact student satisfaction. Other factors influencing students’ attitudes toward remote learning includes previous online experience, online support services, access to technical support, collaboration, and digital curriculum design.
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Isaksen, Stein, Nordeng Kristin, Pedersen Jenssen, and Geisler Anja Eide. "Transforming Distance Learning with Artificial Intelligence in Remote Areas of Norway During the Pandemic." International Journal of Education, Science, Technology, and Engineering (IJESTE) 7, no. 1 (2024): 1–12. http://dx.doi.org/10.36079/lamintang.ijeste-0701.514.
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Education is crucial for societal development, especially in remote areas with limited access to quality resources. The integration of artificial intelligence (AI) in education has emerged as a transformative solution to bridge educational gaps, particularly highlighted by the challenges of distance learning during the COVID-19 pandemic in Norway. This research employs a mixed-methods approach to investigate the potential of AI to enhance curriculum adaptation and student engagement in remote educational settings. Through qualitative interviews and quantitative surveys, the study explores the experiences and perceptions of students and teachers regarding AI technologies, such as intelligent tutoring systems and adaptive learning platforms. The findings reveal that AI can provide personalized learning experiences, improve engagement, and address barriers related to motivation and connectivity. Additionally, the research identifies the specific challenges faced by educators and students in remote areas and offers insights into effective strategies for integrating AI into educational practices. The implications of this study contribute to the development of innovative solutions that promote equitable access to education and improve learning outcomes in under-resourced contexts. As educational stakeholders navigate the post-pandemic landscape, leveraging AI technologies presents a timely opportunity to reshape educational practices in remote communities across Norway and beyond.
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Mohan, Parmeshwar Prasad, Karen Swabey, and John Kertesz. "A comparative study of urban, rural and remote teachers’ de-privatised practices." Waikato Journal of Education 24, no. 2 (2019): 83–94. http://dx.doi.org/10.15663/wje.v24i2.662.
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De-privatisation of classrooms is characterised by formal and informal invitations to colleagues to access classroom management, pedagogical approaches and teaching practices. This case study of six secondary schools examined the perceptions and practices of de-privatised practice amongst Fijian urban, rural and remote area teachers. Quantitative and qualitative data was generated from a total of 197 online questionnaires and 48 face-to-face semi-structured interviews. Key findings of the research were, firstly, that school geographical locations had no impact on teachers’ perceptions and practices of classroom de-privatisation. Secondly, de-privatised practices are impacted on by individual, group, school and governmental factors. Thirdly, in Fiji the consistent drive to de-privatise classrooms is lacking, as the policies do not support such reforms. Nonetheless, teacher perceptions validated the belief that classroom de-privatisation enhances teacher professional growth that promotes improved student learning. These findings have implications for the design of teachers’ professional learning communities (PLCs) in Fiji and beyond.
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Ohnigian, Sarah, Jeremy B. Richards, Derek L. Monette, and David H. Roberts. "Optimizing Remote Learning: Leveraging Zoom to Develop and Implement Successful Education Sessions." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110207. http://dx.doi.org/10.1177/23821205211020760.
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Virtual meeting platforms, such as Zoom, have become essential to medical education during the SARS-CoV-2 pandemic. However, many medical educators do not have experience planning or leading these sessions. Despite the prevalence of Zoom learning, there has been little published on best practices. In this article we describe best practices for using Zoom for remote learning, acknowledging technical considerations, and recommending workflows for designing and implementing virtual sessions. Furthermore, we discuss the important role of cognitive learning theory and how to incorporate these key pedagogical insights into a successful virtual session. While eventually in-person classrooms will open, virtual teaching will remain a component of medical education. If we utilize these inventive tools creatively and functionally, then virtual learning can augment and elevate the practice of medical education.
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Hash, Phillip M. "Remote Learning in School Bands During the COVID-19 Shutdown." Journal of Research in Music Education 68, no. 4 (2020): 381–97. http://dx.doi.org/10.1177/0022429420967008.
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The global pandemic caused by the novel Coronavirus (COVID-19) in spring 2020 resulted in schools moving to remote learning (RL) models for the remainder of the academic year. The purpose of this study was to examine the practices, experiences, and perspectives of elementary and secondary school band directors in relation to RL during this period. Directors ( N = 462) responded to survey questions related to several aspects of RL, including (a) technologies and materials, (b) activities and assessments, (c) student participation, (d) the challenges of teaching remotely, and (e) the extent to which experiences varied among participants in low-poverty versus high-poverty schools and at the elementary/middle school level versus high school level. I also examined (f) the conditions and practices of programs that experienced both high and consistent levels of student participation. Data indicated that the COVID-19 shutdown created many challenges for directors, particularly in schools with higher poverty levels and/or in rural locations. However, RL also created opportunities for instrumental teachers to incorporate into curricula (a) a wider range of technology; (b) more of a focus on individual musicianship; (c) lessons in music theory, history, and culture; and to a lesser extent, (d) student creativity through composition and arranging.
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Delabrida, Saul. "Hybrid Project-Based Learning course approach from face-to-face and remote experiences." Interaction Design and Architecture(s), no. 52 (June 10, 2022): 44–60. http://dx.doi.org/10.55612/s-5002-052-003.
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The Covid-19 pandemic challenged students and educators who quickly migrated face-to-face courses to a remote context. Given this challenge, this paper documents the experience of a Project-Based Learning course originally proposed to a face-to-face and adjusted to the remote context. It is a wearable computing course centralizing on mixed reality technologies and user studies evaluation. The adopted methodology is student-centered based on PjBL practices, emphasizing the Human-Computer interaction subject was applied six times, three times face-to-face, and three times remotely between 2019 and 2021. This paper describes the educator's experiences, learnings, and directions for the arrangement of other PjBL courses.
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Michael, K. Barbour, and Wilson E. Vaughn. "Voices from the field: Lessons for k-12 remote teaching from experienced online learning practitioners." i-manager's Journal on School Educational Technology 19, no. 4 (2024): 12. http://dx.doi.org/10.26634/jsch.19.4.20851.
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This paper analyzes interviews with 27 K-12 distance/online learning experts conducted during the early COVID-19 pandemic, as schools rapidly transitioned to emergency remote instruction. Short video interviews gathered insights from veteran online teachers, school leaders, officials, and scholars on effective remote practices and supporting home learning. Five key themes emerged from qualitative analysis of the transcripts: leveraging synchronous learning for engagement, community, and social-emotional needs; building personal connections among teachers, students, and parents; using technology simply and purposefully; individualizing learning experiences; and distinguishing emergency remote teaching from well-designed online learning. Findings highlighted the value of synchronous interaction, simplicity in technology use, personalized instruction, and managing expectations around crisis teaching limitations compared to systematic online programs. This study offers practitioner perspectives on quality K-12 online education amid emergency circumstances.
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Alkhabra, Saleh, and Natrah Abdullah. "Impact of Technology from Learning Environment to Organizational Practices." International Journal of Social Sciences and Management 3, no. 2 (2016): 108–14. http://dx.doi.org/10.3126/ijssm.v3i2.14781.
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Technology has been widely adopted in the learning environment to replace conventional face-to-face learning system. The attractiveness of technology into learning was supported by its convenient, versatile, interactive and effectiveness in delivering learning even at remote environment. Flexibility afforded by online learning environment allows its users to interactively transfer knowledge and skills to other users. These learning features promoted the popularity technology integration into learning environment which has been central to converting the abundance information available online and raw data available in organizations into database to improve business activities. In this review, issues arising from knowledge creation and management have been discussed as well as the relevancy of the interactive learning environment afforded by technology. Technology-based learning was found to have become integral part of life and has promoted learning isolated environment. Knowledge creation and management were found to be more effective when they are integrated to resolve organization problems. This paper supported that both knowledge creation and knowledge management are crucial components to create a strategic business advantage.Int. J. Soc. Sci. Manage. Vol-3, issue-2: 108-114
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Chiu, Yu-Ping, and Chiao-Chieh Chen. "Learning Flow and Continuous Intention Toward Online Remote Learning: An Integrated Framework." International Journal of Research in Education and Science 9, no. 2 (2023): 351–64. http://dx.doi.org/10.46328/ijres.3052.
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During the COVID-19 pandemic, higher education institutions adopted several technology-driven platforms (such as Google Meet) as an alternative to traditional in-person classrooms. Researchers have been concerned about the evaluation of learning satisfaction and continuous learning intentions. As such, the purpose of this research was to investigate how the implementation of Google Meet affected the learning flow experience of Taiwan students amid the pandemic. The hedonic (perceived enjoyment, perceived vividness, perceived interactivity) and utilitarian (system quality, service quality, information quality) factors were integrated into the perspective of learning flow. Furthermore, this study also examined how flow experiences influence satisfaction and continuous learning intention. The structural equation modeling was employed to analyze the data gathered from a sample of 213 students. According to the findings, hedonic and utilitarian factors all significantly influenced flow experiences. As learning flow increased in remote learning, satisfaction and continuous learning intention were also increased. The results can provide significant implications for flow and learning theory, and offer concrete suggestions for teaching practices and education learning platforms.
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López Núñez, Juan Antonio, Jesús López Belmonte, Antonio José Moreno Guerrero, and Santiago Pozo Sánchez. "Effectiveness of Innovate Educational Practices with Flipped Learning and Remote Sensing in Earth and Environmental Sciences—An Exploratory Case Study." Remote Sensing 12, no. 5 (2020): 897. http://dx.doi.org/10.3390/rs12050897.
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The rapid advancements in the technological field, especially in the field of education, have led to the incorporation of remote sensing in learning spaces. This innovation requires active and effective teaching methods, among which is flipped learning. The objective of this research was to analyze the effectiveness of flipped learning on the traditional-expository methodology in the second year of high school. The research is part of a quantitative methodology based on a quasi-experimental design of descriptive and correlational type. Data collection was carried out through an ad hoc questionnaire applied in a sample of 59 students. The Student’s t-test was applied for independent samples, differentiating the means given between the experimental group and the control group. The results show that there was a better assessment of the teaching method through flipped learning than the traditional teaching method in all the variables analyzed, except in the academic results, where the difference was minimal. It is concluded that flipped learning provides improvements in instructional processes in high school students who have used remote sensing in training practices. Therefore, the combination of flipped learning and remote sensing is considered effective for the work of contents related to environmental sciences in said educational level.
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Pultoo, Anand, and Avinash OOJORAH. "Designing remote education in a VUCA world." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 20 (May 11, 2020): 45–52. http://dx.doi.org/10.24297/ijct.v20i.8713.
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The goal of this article is to identify and share the best practices and innovations to enable teaching and learning to take place during times of VUCA (Volatile, Uncertain, Complex, and Ambiguous) such as the coronavirus pandemic. This will help lay the foundations for more inclusive and equitable approaches to education when the crisis subsides. The main response to school closures is to dive headlong into academic cyberspace and remote learning, creating a human-machine symbiosis. Ideally, specific contents, learning outcomes, and a set of instructions are desirable. Different media and technologies can be used to assist students to learn in different ways and achieve different outcomes, thus also individualizing learning more. Technologies can be compared along several characteristics. These characteristics form a basis for analyzing new technologies, to see where they fit within the existing environment, and to evaluate their potential benefits and limitations. Nowadays, technologies have a tendency to become more ‘communicative’ and ‘media rich’, thus offering educators and students powerful tools to attain desired learning outcomes.