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1
Itasanmi, Sunday Abidemi. "OER AWARENESS AND USAGE AMONG OPEN AND DISTANCE LEARNING STUDENTS IN SOUTH-WESTERN NIGERIA." IJIET (International Journal of Indonesian Education and Teaching) 4, no. 2 (July 20, 2020): 343–57. http://dx.doi.org/10.24071/ijiet.v4i2.2643.
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This study assessed Open Educational Resources (OER) awareness level and usage among Open and Distance Learning (ODL) students in South-western Nigeria. A descriptive research design was adopted for the study. Three ODL institutions (University of Ibadan Distance Learning Centre, National Open University of Nigeria, Ibadan Study centre and University of Lagos Distance Learning Institute) were purposively selected. A structured questionnaire titled "OER awareness and usage Questionnaire" with a Cronbach alpha coefficient of .954 was used as data collection instrument. Data collected were analysed using frequency count, simple percentages, mean, standard deviation and Pearson Product Moment Correlation. Results of the study revealed that OER awareness among ODL students was on the average while OER usage was high. Lack of orientation on the availability and use of OER and insufficient ICT facilities in the school to access OER materials, amongst others were challenges ODL students faced using OER. It was, therefore, recommended that there should be conscious efforts by ODL institutions to devise means to increase the level of OER awareness among students and sensitise them on the inherent benefits in OER usage.Corresponding author:Sunday Abidemi ItasanmiDOI: 10.24071/ijiet.2020.040216
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Adekannbi, Janet O. "E-Learning Delivery Methods: Predictors of Satisfaction by Students of Nigerian Universities." Asian Review of Social Sciences 8, no. 3 (November 5, 2019): 8–14. http://dx.doi.org/10.51983/arss-2019.8.3.1604.
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Learners’ satisfaction is an important factor to the success of any e-learning programme. This study presents findings from students’ assessment of the e-learning platforms used at Distance Learning Centre University of Ibadan, Nigeria. Survey design was used. Data was collected from 351 students in 100 and 200 levels of the Centre using the questionnaire. Frequency and percentage distribution were used for descriptive statistics, while, multiple regression was performed to test the hypotheses. The results showed that Information quality, system quality and service quality were not significant predictors of student’s satisfaction except with the Email where information and service quality influenced overall satisfaction. Challenges to students’ use of the platforms include inadequate power supply, poor telecommunication network, high cost of self-provided power supply and high cost of owning and maintaining e-learning devices.
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Pahor, Dušica. "Distance learning in medicine / Učenje medicine na daljavo?" Acta Medico-Biotechnica 13, no. 2 (November 22, 2021): 7–9. http://dx.doi.org/10.18690/actabiomed.199.
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In March, an epidemic of coronavirus was announced, and a state of emergency was declared. The introduced measures have, among other things, halted in-person pedagogy in schools and faculties, having been replaced by distance learning. Furthermore, the University Clinical Centre and the Faculty of Medicine of the University of Maribor were closed to medical students ...
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Bellavance, Marc, Marie J. Béland, Nicolaas H. van Doesburg, Marc Paquet, Francine M. Ducharme, and Alain Cloutier. "Implanting telehealth network for paediatric cardiology: learning from the Quebec experience." Cardiology in the Young 14, no. 6 (December 2004): 608–14. http://dx.doi.org/10.1017/s1047951104006055.
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The implementation committee of the Quebec Child Telehealth Network was formed in 1997, with a mandate to build a network dedicated to the diagnosis of congenital cardiac disease via telemedicine. We devised criterions for selection to determine which peripheral centres would be linked by telemedicine to the university-based services for paediatric cardiology provided in the Canadian Province of Quebec. The criterions included: distance from a university centre, number of births per year, and presence of an already-established outreach clinic for paediatric cardiology. The Quebec Network became operational in 2000, and was composed of 32 peripheral centres and 4 university centres. A total of 363 transmissions of echocardiograms occurred over a 3-year period from January 2000 to December 2002. Peripheral centres located at a distance greater than 100 kilometres from a university centre were 8.5 times more likely to use the network. Criterions other than distance did not influence whether or not a peripheral centre used the network. Cardiac abnormalities were identified in almost two-thirds of the transmissions. The use of the Quebec Network resulted in the avoidance of transfers or clinic visits to university hospitals in seven-tenths of cases. We conclude that distance greater than 100 kilometres from a centre offering subspecialty services in paediatric cardiology is the most important criterion for choosing the peripheral centres that are most likely to use a telehealth network. In its first three years of operation, the telehealth network had a major impact on the delivery of paediatric cardiac care, improving access to subspecialty services across the province.
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Shikulo, Lukas, and Mapheleba Lekhetho. "Exploring student support services of a distance learning centre at a Namibian university." Cogent Social Sciences 6, no. 1 (January 1, 2020): 1737401. http://dx.doi.org/10.1080/23311886.2020.1737401.
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Board, Editorial. "An Innovator in Blended Learning mode of Education." Global Journal of Enterprise Information System 8, no. 2 (February 28, 2017): 49. http://dx.doi.org/10.18311/gjeis/2016/7664.
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Prof. Manoj Kulshrestha, Ph.D from Indian Institute of Technology (IIT), Delhi, New Delhi is Professor of Civil Engineering in School of Engineering & Technology (SOET) at Indira Gandhi National Open University (IGNOU), New Delhi, where he teaches Construction Project Management. Additionally, he is Director of National Centre for Innovation in Distance Education (NCIDE).
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Adetimirin, Airen Edale, and Jide Ayoola. "Perception of Social Media Use by Distance Learners in Nigeria." International Journal of Online Pedagogy and Course Design 10, no. 2 (April 2020): 37–47. http://dx.doi.org/10.4018/ijopcd.2020040103.
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Perceived ease of use (PEOU) and perceived usefulness (PU) of social media by distance learners may affect its acceptance for learning. These constructs were investigated among 341 distance learners in two universities, the University of Ibadan- UI and the National Open University- NOUN in Nigeria using a questionnaire and was analyzed using frequency and percentages. The main purpose and use of social media in UI and NOUN was to share information (100% and 100%) and for group discussion (96.3% and 100%) respectively. WhatsApp was used daily in NOUN (100%) and UI (91.3%). The PEOU by the respondents in NOUN and UI were both high: requiring a lot of mental effort (100%) and promoting distance interactions between learners and lecturers outside the lecture room (96.9%), while PU in NOUN and UI was also high: it decreased travel expenses (100%) and improved academic performance (100%). Therefore, the high perception of social media use (PEOU and PU) by distance learners should be sustained by facilitators through the adoption of social media for all their courses.
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Matthews, Elizabeth. "Language learning using multimedia conferencing: the ReLaTe project." ReCALL 10, no. 2 (November 1998): 25–32. http://dx.doi.org/10.1017/s0958344000003712.
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The article provides a description of the ReLaTe (remote language teaching) project, to develop a working demonstrator using a multicast-based conferencing system (Mbone service), for distance foreign language tuition. It covers aspects of technical development for applications over SuperJANET and gives an overview of the trials and evaluation, including how students and teachers adjusted to the system; the advantages and drawbacks of the system; how the system affected learning and teaching in the context of acquisition and delivery of foreign languages. The ReLaTe project is a joint research project between the University of Exeter and University College London, involving the Foreign Language Centre and IT Services (Pallas) at Exeter and the Language Centre and the Department of Computer Science at UCL. The project began in September 1994, with funding from BT and JISC (Joint Information Systems Committee) of the Higher Education Council of the UK. mis article covers the work of the project from September 1994 until December 1995.
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Salmi, Hannu, Ninja Hienonen, Laura Nyman, Arja Kaasinen, and Helena Thuneberg. "Comparing Contact Education and Digital Distant Pedagogy Strategies: Lockdown Lessons Learnt for University-Level Teacher Education." Education Sciences 13, no. 2 (February 13, 2023): 196. http://dx.doi.org/10.3390/educsci13020196.
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Teaching and learning experienced a rapid change in spring 2020, and the learning environments for university students changed almost overnight. An integrative science centre education informal learning course for Finnish teaching students has been arranged for over 20 years with latest technologies and innovations. This cross-sectional study compared survey data of teaching students between four time points: in 2019 (n = 108), in 2020 (n = 115), in 2021 (n = 110), and in 2022 (n = 90). The course content was the same, only the implementation differed. In the spring of 2019 and 2022 the course was implemented as contact-teaching, but during the critical phase of the pandemic in 2020 and 2021 as distant teaching. Data were analysed by using ANOVA and the prediction of possible effects of the contact/distance learning by the structural equation path model (SEM). The analysis showed that the results favoured the first contact instruction course in 2019: their confidence of integrating the learned contents of the science centre into practical school matters differed from all the other groups. This group also appreciated the usefulness of the course more than the other groups. In turn, the first distant course had a more negative opinion of the usability of the course than all the other groups. Despite that the distant group in 2020 and even more so the other distant group in 2021 felt more confidence in the direct integration of the course content into future teaching based on the path analysis. Gender had two kinds of effects, one in the distance learning group in 2020: being a female directly predicted the future use of science centre type pedagogy, and the other in the contact learning group in 2022: being a female predicted the appreciation of the science centre course. As a limitation of the study, more students’ prior experience and attitudes with online learning is needed from future research. The preliminary results and best practises of this study are utilised internationally in several EU-Erasmus+ projects.
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Zaytseva, O. V., M. A. Bondarenko, and O. S. Rukin. "Information and Communication Competences of the Teacher in the Modern Medical Educational Medium." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 5 (October 27, 2021): 382–87. http://dx.doi.org/10.26693/jmbs06.05.382.
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The purpose of the work was to study the effectiveness of resources and services of the information and educational environment of the university, in particular, the information and educational portal Moodle in distance learning of students. Materials and methods. Two main aspects of the solution of the problem of informatization of education – computerization of educational institutions and acquisition of information and communication competences by scientific and pedagogical staff of universities – were considered. Results and discussion. The article outlines the challenges and possible directions of work in the second aspect, namely the need for academic educators to understand the State’s e-learning policy, how to plan their learning process using information and communication technology, the ability to use innovative pedagogical distance learning technologies and the ability to create new, in-house e-learning resources. The need for continuous professional development of professors in the application of innovative educational technologies was emphasized. Consideration was given to the experience gained in the implementation of the problem of improving the qualifications of scientific and pedagogical staff in the use of information and communication technologies and in the creation of an information and educational environment at the Kharkiv National Medical University through the establishment of the Distance Learning Centre of the Scientific and Training Institute for the Quality of Education of Kharkiv National Medical University. The possibilities of the Moodle information educational portal in the organization of distance learning are considered. One of the types of advanced training – the course on the basics of developing electronic learning courses was analyzed. The definition of an electronic learning course, its structure, main characteristics, an algorithm for creating, approbation and accreditation based on the experience of organizing distance learning at Kharkiv National Medical University are considered. Conclusion. The expediency of introducing distance learning courses into the educational process is argued and the experience of creating and testing a distance learning course in the discipline "Modern problems of biophysics" for students of the dental faculty of Kharkiv National Medical University is discussed
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Paliwal, Dr Deepak. "Attitude and Perception of the Learners towards a Higher Education through Open and Distance Learning in Uttarakhand, India." Think India 22, no. 3 (September 27, 2019): 809–26. http://dx.doi.org/10.26643/think-india.v22i3.8400.
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Open & Distance Learning aims at the dissemination of learning and acquiring knowledge through distance education mode including the use of any communication technology to provide opportunities for higher education. It provides easy access to education to different sections of society and caters to the educational needs of the target groups through the open systems of learning. In ODL study materials and counseling session are one of the important tools of learning. The present study deals with the analysis of the satisfaction level of the students enrolled in Uttarakhand Open University, Haldwani (India)study centre with respect to counseling sessions, delivery of study materials & other relevant information related to students.
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Biney, Isaac Kofi. "Experiences of Adult Learners Engaged in Online Learning During the COVID-19 Pandemic in Ghana." International Journal of Adult Education and Technology 13, no. 1 (January 1, 2022): 1–15. http://dx.doi.org/10.4018/ijaet.310075.
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Adult learners' engagement in distance education is increasing in Ghana. Following the COVID-19 pandemic, the University of Ghana transitioned to online facilitation and learning. This qualitative case study explores the transition to online learning at the Accra Learning Centre, which hosts over 80% of the University of Ghana's distance education students. In-depth interviews were conducted for eight students on the potential strengths, challenges, and coping strategies for learning online. It emerged that online learning helps build the digital skills that help adults become self-directed learners. Among challenges, participants observed network and internet connectivity problems. Adult learners were unprepared, but there was no other way to drive lifelong learning endeavours, so they adjusted to online learning through group learning and practice to build their digital literacy skills. The paper recommends that training programmes on change and time management are organised for adult learners who lack those skills and high-speed internet installed at the learning centres.
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Akindele, A. T., N. O. Akande, M. O. Fajobi, H. B. Olagoke, O. A. Ajagbe, and T. A. Badmus. "Assessing Learners’ Perceptions and Experiences in Distance Education — A Case Study of LAUTECH Open and Distance Learning Centre (LODLC)." International Journal of Information and Education Technology 11, no. 10 (2021): 479–85. http://dx.doi.org/10.18178/ijiet.2021.11.10.1553.
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Open and Distance Education (ODE) has proven to be a viable alternative for teaching and learning with more inherent benefits compared to the traditional model of education. This mode of teaching and learning aimed at eradicating the challenges of the face-to-face mode of learning such as distance, age, work schedules, limited access and other factors that have made the face-to-face mode of learning rigid. ODE flexibility is evidenced in the ability of learners to learn ubiquitously at their own pace, anywhere, anytime using smartphones, laptops and desktop computers. As ODE grows and expands, the need to review its conceptual foundations, approaches and also to receive feedback from learners, employers and other stakeholders are becoming more imperative. This study employed an investigative approach via the use of online survey forms to elicit pertinent information regarding the learners’ perceptions and experiences at Ladoke Akintola University of Technology (LAUTECH) Open and Distance Learning Centre (LODLC). A total number of 2362 LODLC students participated in the online survey out of a total learners’ population of about 5,000. 54% of the respondents confirmed the adequacy of the LMS and the course material modules with more than 60% being able to easily access and download course materials from the LMS, 57% of the respondents rated the e-tutors to be effective knowledge facilitators while 60% believed the e-tutors stimulated learners’ interest by providing satisfactory answers to questions asked. This information amongst others will help administrators and management of LODLC programmes to make informed decisions about the conduct of the centres’ activities and adjust accordingly where necessary to improve service delivery.
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Tanan, Antonius. "Distance Entrepreneurship Education as An Essential Strategy to Empower Indonesian Migrant Workers." Jurnal Entrepreneur dan Entrepreneurship 1, no. 1 (September 2, 2016): 1–10. http://dx.doi.org/10.37715/jee.v1i1.2.
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The purpose of the entrepreneurship training is to empower learners to be entrepreneurs and when this learning process is delivered by online learning it will create much more flexibility. The training can be delivered from the home country where there is no language barrier, it is cheaper than traditional face-to-face training, it can be accessed at any time, and the content is a homeland context. This study aims to explain the training process by distance learning which is administered by Ciputra University Entrepreneurship Centre at Hongkong. The training is then strengthened by ICT infrastructure, communication strategy and comprehensive learning strategy. The result shows that there is a significant change on the entrepreneurship skills of Indonesian workers, therefore the role of government is needed to to support this significant result (the involvement, government policies, campaign of distance learning, and the comprehensive making of user friendly hardware and software).
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Carvajal Téllez, Angélica María, and Yolanda Duarte Medina. "Using Mobile Learning to Enhance Pre-Service Teachers’ Participation in Distance Education English Tutoring Sessions." Enletawa Journal 10, no. 1 (November 20, 2018): 69–84. http://dx.doi.org/10.19053/2011835x.8676.
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This article is the result of a small-scale research study aimed to enhance pre-service teachers’ participation in distance education tutoring sessions at the Universidad Santo Tomas, CAU (University Assistance Centre) in Chiquinquirá. The study was carried out by implementing mobile learning, specifically a mobile learning application called Kahoot. When carrying out online activities, in particular grammar games and oral discussions that involved the use of smart phones in tutorial sessions, the pre- service students were more engaged, and their participation increased greatly. Moreover, it is meaningful for students to improve their English language competence by activating their use of digital skills. Some of the benefits of mobile learning are flexibility and personalized learning activities, which try to address the needs of individual learners. This study showed that mobile learning promotes active participation, as well as knowledge construction and collaborative learning. It also creates a positive atmosphere and exposes students to innovative learning environments.
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Guseynova, Innara A., Alexey I. Gorozhanov, and Elena F. Kosichenko. "Development of linguistic institutional educational virtual environment at Moscow State Linguistic University (2016-2018)." SHS Web of Conferences 69 (2019): 00045. http://dx.doi.org/10.1051/shsconf/20196900045.
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Within the framework of The Government Contract (№ 214/102, № 27.9307.2017/ƃɥ) on the basis of E-Learning Centre, now the Laboratory for Fundamental and Applied Issues of Virtual Education at Moscow State Linguistic University there has recently been developed an institutional educational environment (IEVE) for commercial purpose, which consists of nodes – LMS Moodle foreign language courses. The aim of the programme is to devise a commercial model of distance teaching foreign languages that will secure an effective and efficient learning. Successful implementation of about twenty educational programmes of distance learning at MSLU has proved the effectiveness of management and the important role of information gathering with the aim of further expertise. For that purpose special software has been developed. Then some statistic data are given, proving the relevance of courses in different languages, monthly fluctuation of agreement making, the relevance of different types of courses, the relative percentage of students with more than one agreement ect. The results give reasons to believe that in terms of development prospects the major focus in the near future will be placed on increasing the number of taught languages and expanding the variety of educational programmes (with an important step being launching a programme of Russian as a foreign language), upgrading software products with a view to improving distant learning management.
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Giddings, Jeff, and Barbara Hook. "The Tyranny of Distance: Clinical Legal Education in ‘The Bush’." International Journal of Clinical Legal Education 2 (July 18, 2014): 64. http://dx.doi.org/10.19164/ijcle.v2i0.124.
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<p>This paper analyses the challenges faced by clients, students and teachers involved in a clinical program which uses new technology to deliver legal services in remote areas of Southern Queensland, Australia. A range of novel issues were addressed by Griffith University Law School, Learning Network Queensland and Caxton Legal Centre in their partnership development and delivery of this clinical program which involves the use of audio-graphics conferencing to enable students to provide legal advice and assistance to people hundreds of kilometres away. The ‘Advanced Family Law-Clinic’ program commenced in July 1999 with financial support from the Federal Attorney-General’s Department. The paper considers the range of issues which arose in development of the program.</p>
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Maleńczyk, Izabela. "The Internet-Based Model of Higher Distance Education-A Case of the Warsaw University of Technology." Social and Management Research Journal 17, no. 2 (August 28, 2020): 193. http://dx.doi.org/10.24191/smrj.v17i2.10520.
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In the Polish academic environment, many activities have been devoted to improve and enrich didactics. Many of them are based on the implementation of modern technologies and the Internet into various forms of academic education. The paper analyses legal framework, potential and barriers related to e-learning in Polish institutions of tertiary education. The aim of the article is to present the organisational structure, the model of functioning and management and the types of courses offered by the Centre for Open and Distance Education at Warsaw University of Technology (CODE WUT). The role of CODE WUT in shaping the culture within the organisation and its implementation in the academic world has been described. This was followed by a description of an academic multimedia textbook model and its role in the educational process. The article also attempts to define the basic business processes and analyses their structure using the BPMN notation. Finally, students’ opinion on e-learning significance and their evaluation of effectiveness and satisfaction of online classes were empirically surveyed and discussed.
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Laryea, John Ekow. "Influence of Personality-Traits and Learning Styles on Distance Learners’ Academic Performance in University of Cape Coast." Indonesian Journal of Educational Counseling 2, no. 2 (July 21, 2018): 163–72. http://dx.doi.org/10.30653/001.201822.41.
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The aims of the study was to investigate the influence of personality-traits and learning styles on academic performance of University of Cape Coast (UCC) distance learners, taking into consideration the moderating effects of academic self-discipline and academic self-confidence. The correlational research design was adopted. The sample was 805, made up of 10 centre coordinators, 763 level 200 Diploma in Basic Education (DBE) students and 32 course tutors. The stratified sampling procedure that makes use of the random number method of simple random sampling technique was used to select all the respondents. Questionnaire and interview-guide were the instruments used. The quantitative data was analysed using both descriptive and inferential statistics, while the qualitative data were analysed manually using the thematic approach. The study revealed that openness to experience traits that students demonstrate contributes more to their likelihood of obtaining high level academic performance. Also, students prefer using read/write and visual learning styles. Furthermore, students’ personality-traits and learning styles have significant influence on students’ academic performance. However, this influence becomes stronger indirectly through the moderating effect of students’ academic self-discipline and self-confidence.
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Elford, D. R. "Telemedicine in northern Norway." Journal of Telemedicine and Telecare 3, no. 1 (March 1, 1997): 1–22. http://dx.doi.org/10.1258/1357633971930139.
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The University Hospital of Tromso has been involved in a variety of telemedicine activities since the late 1980s, including teleradiology, telepathology, teledermatology, remote endoscopy, remote gastroscopy, teleechocardiography, transmission of electrocardiograms, telepsychiatry, electronic delivery of laboratory results and distance learning for health professionals. Since 1993 the department of telemedicine in Tromsl has been designated the national centre of competence in telemedicine. With a wealth of experience to draw from, a critical number of health-care professionals exposed to and using telemedicine routinely, the support of the Norwegian health authorities, a national centre guiding telemedicine research, no licensing barriers within the country, nationwide ISDN and reimbursement for telemedicine services, the future of telemedicine in Norway looks promising.
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Segbenya, Moses, and Paul Dela Ahiatrogah. "Appraisal of Managerial Roles of Study Centre Coordinators of College of Distance Education, University of Cape Coast." World Journal of Education 8, no. 5 (September 17, 2018): 1. http://dx.doi.org/10.5430/wje.v8n5p1.
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The study assessed how students and course tutors on distance education programmes of the College of DistanceEducation, University of Cape Coast appraised their study centre coordinators’ performance in terms of humanrelations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal,where students and tutors representing customers and subordinates respectively, is usually referred to as the360-feedback method in human resource management. Concurrent embedded study design from the pragmatists’epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectivelyused to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from eachof the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptivestatistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators’behavior and human relations were rated higher as compared to complaints handling and organising study centreactivities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching loadof coordinators. It was recommended that the management of College of Distance Education should increase thecapacity of coordinators for district and regional study centres as well as the Zones in terms of resources andtechnology to be able to take immediate steps to solve students and tutors’ complaints.
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Fatmasari, Rhini, and Suripto. "Teaching Practice in Distance Education Context." SHS Web of Conferences 42 (2018): 00099. http://dx.doi.org/10.1051/shsconf/20184200099.
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Teaching practice is an activity designed to enable students in mastering teaching skills. This activity is very important to improve the ability of prospective teachers, because theoretical knowledge has not been able to equip the teaching practice. The practice of teaching at schools provides a real experience for students in the real class, because theoretical knowledge through the process of learning in the classroom can not equip the teaching practice. Faculty of Teacher Training and Education of Indonesia Open University (UT) with distance learning system has designed Teaching Practice through Praktek Kemampuan Mengajar (PKM) course with 3 credit score. PKM is implemented in the schools where they teach and are guided by two supervisors. The PKM exam is conducted at the designated centre schools at each UT Regional Office . This study is aimed to evaluate the activities of PKM students of Economic Education Studies Program FKIP UT in UT Regional Office. The study was conducted at 12 UT Regional Office samples involving respondents consisting of UT students and UT Regional Office staff. The results showed the level of independence of students doing PKM was quite high (72%). This level of independence needs to be supported by a 43% improvement in preparation and administrative services at UT Regional Office. In the implementation of teaching practice in schools, in average 53.14% Supervisor 1 and 63.86% Supervisor 2 always provide direction in accordance with UT standards. While 62.5% of Headmaster Sentra has role in accordance with its function.
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Kötter, Markus, Lesley Shield, and Anne Stevens. "Real-time audio and email for fluency: promoting distance language learners' aural and oral skills via the Internet." ReCALL 11, no. 2 (September 1999): 55–60. http://dx.doi.org/10.1017/s0958344000004961.
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The Open University (OU) is UK's largest modern foreign language learning provider with a current enrolment of approximetely 8000 students, all of whom study individually at home, at a distance from each other and their tutors. However, while most OU students work with trditional course material such as books, video- and audio-cassettes and face-to-face tutorials, research at the centre for Modern Languages (CML) has also investigated alternative methods in order to account for those learners who might be unable to attend face-to-face tutorials. The study described in this paper outlines work in progress that is part of a larger, long-term project seeking to establish a framework for the use of networking technologies in distance language learning with a particular emphasis onl the ldevelopment of scenarios – that is task design and learning environments – which will enable participants to improve their spoken and communication skills in the target language.
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Owusu-Ansah, Christopher M., Antonio Rodrigues, and Thomas Van Der Walt. "Factors Influencing the Use of Digital Libraries in Distance Education in Ghana." Libri 68, no. 2 (June 26, 2018): 125–35. http://dx.doi.org/10.1515/libri-2017-0033.
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Abstract The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.
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Saumya, Saumya, and Tushar Singh. "Open and distance learning in social work programme: a study of MSW learners of India." Asian Association of Open Universities Journal 15, no. 3 (November 2, 2020): 371–93. http://dx.doi.org/10.1108/aaouj-07-2020-0050.
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PurposeThe paper reports the feedback collected from students of the Master of Social Work (MSW) Programme of the School of Social Work (SOSW), Indira Gandhi National Open University (IGNOU), through open and distance learning (ODL), in India. The paper discusses findings related to learner profile, student support services, assignments, academic counselling, fieldwork, audio/video/teleconferencing facilities, Internet access and challenges faced by the learners. The findings will be useful for researchers and practitioners, will help in improving the overall quality of the programme, in designing the delivery mechanism as per the needs of MSW learners and in preparing them to be trained professionals to work in social development sector in India.Design/methodology/approachFor data collection, a questionnaire was prepared and sent to all the students of the MSW programme along with assignment, across India. Responses from 290 students were voluntarily received.FindingsThe research findings are that MSW (ODL) students are older, mostly married with the average male learners age being 35 years and that of female learners being 30 years, there are more female learners than male learners, majority of the learners are Hindu from general category, tend to be employed, mostly full-time and some part-time, with work experience. They are from urban, semi-urban, rural and tribal areas with Internet access. Most of the students preferred to read printed self-learning materials than digitally available on eGyanKosh or IGNOUmobile app especially in rural areas though with increasing access to Internet, students are gradually opting for online materials while filling up the admission form. Majority of students found the quality and standard of study materials to be very good. Though maximum respondents gave positive feedback about the student support services and their learning experiences, some of the learners faced challenges like unco-operative staff members, administrative delays, non-allotment of academic counsellor/fieldwork supervisor, irregularity, late reception of study materials, lack of staff members at study centre, far distance of regional centre/study centre from residence, etc.Research limitations/implicationsThe findings will help in designing and delivering the MSW programme in a more effective way. Based on the feedback received, the next revision of the programme will take into consideration the concerns of the learner. The limitation of the study is that not all learners responded to all the questions. Not all potential MSW learners filled the questionnaire and submitted it at the school. And those who responded had left some questions unanswered. Those who did not submit response may differ in their responses from what is received.Originality/valueIt is an original work and will be valuable in understanding the distance learner of MSW programme in India, programme delivery and challenges.
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Polyvkan, M. I. "SPECIFICS OF SELECTING AND EXPERIENCE OF IMPLEMENTATING DISTANCE LEARNING TECHNOLOGIES AT THE DEPARTMENT OF HISTOLOGY, CYTOLOGY AND EMBRYOLOGY OF IVANO-FRANKIVSK NATIONAL MEDICAL UNIVERSITY." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 21, no. 1 (March 21, 2021): 133–37. http://dx.doi.org/10.31718/2077-1096.21.1.133.
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Because of COVID-19 spreading since March 2020, European countries began to introduce quarantine measures that inevitably led to the closure of all educational institutions. In the context of globalization and the development of the Internet, opportunities for lifelong education and self-education have appeared and are rapidly evolving. In particular, distance learning is available for a large audience including self-education-oriented learners and teachers, as well as can improve the qualification levels of specialists. The learners can reside in different geographic regions, represent different ethnic groups and cultures, but they are all united by one desire to update and expand their knowledge, improve practical skills. Most of medical universities in Ukraine had to modify their courses for distance learning format in a short time. The readiness for this process was different for each university: both purely technical problems arose, mainly due to the lack of the Internet in rural areas, out-of-date computers, no specially prepared educational and methodological materials and guidance on the one hand, and difficulties associated with no experience in organizing this form of education, on the other. To conduct all forms of training at the Ivano-Frankivsk National Medical University in quarantine restrictions, various interactive teaching techniques were chosen in the form of videoconferences, organized by using the corporate Microsoft Teams platform. This teamwork centre brings together chat, appointments, notes and attachments in its workspace. This teamwork platform brings together chat, appointments, notes and attachments in its workspace. On this platform, in the form of webinars, the heads of the information department of the University conducted training for educators sharing practical recommendations for organizing distance learning. Scientific and pedagogical staff of the Department of Histology, Cytology and Embryology managed effectively enough to adapt educational distance learning technologies for the study and knowledge of the students of the microscopic and ultramicroscopic structure of the structures of the human body, its development and changes in the different conditions to develop and boost their general and professional medical competence. Distance learning can be considered a very promising form of organizing the educational process in the context of life-long learning. In the medical field, due to the large number of practical skills at the undergraduate stage and the complexity of their development remotely, the maximum effectiveness of this form of education is currently presented when receiving correspondence pharmaceutical education and postgraduate advanced training of doctors.
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Pitsoane, Enid Manyaku, and Tonny Nelson Matjila. "Experiences of Students with Visual Impairments at an Open Distance and e-Learning University in South Africa: Counselling Perspective." Journal for Students Affairs in Africa 9, no. 2 (December 28, 2021): 123–38. http://dx.doi.org/10.24085/jsaa.v9i2.2197.
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The purpose of the qualitative study on which this article is based was to explore the experiences of students with visual impairments registered at an Open Distance and e-Learning University in South Africa, through a phenomenological research design. Literature was reviewed on student support in distance education and concepts from the critical disability theory, biopsychosocial model of disability, connectivism and affect theories formed the conceptual framework for the study. Telephonic semi-structured interviews were used as a technique to collect data from seven participants. Data were transcribed and then coded employing ATLAS.ti. The emerged themes centred on students’ counselling experiences, the synergy between the departments, and accessibility of services. It was also determined that students lose academic time due to the lack of resources and study materials in alternative and accessible formats. While policies and implementation plans were claimed to be in place, they do not address the reality on the ground due to a lack of coordination of disability issues, and late referral of students to counselling services. The study recommends the prioritisation of disability issues, and it needs to be incorporated in the wider university’s strategic plan to accelerate its implementation. This will translate to (i) training ICT staff on various computer software programs needed to support students with visual impairments, (ii) developing alternative formative and summative assessments, (iii) developing a graduateness and job readiness intervention programme to empower the students financially and add value to the university’s employment equity agenda, and lastly (iv) putting the disability unit at the centre of all disability matters for coordinating purposes.
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Ahmad Zabidi, Nazrai, Tai Kwan Woo, P. Rajesh Kumar, Mansor Fadzil, and Syarifah Hidayatul Syed Husain. "Quality assurance in learning material development at OUM." Asian Association of Open Universities Journal 12, no. 1 (May 2, 2017): 69–81. http://dx.doi.org/10.1108/aaouj-01-2017-0014.
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Purpose The purpose of this paper is to discuss the stages involved in the module development process at the Open University Malaysia (OUM), to make them “print ready,” and how this has evolved over the years with various quality assurance (QA) mechanisms in place. Design/methodology/approach The paper builds upon the 12 quality control checks in the various stages of module development from pre-development to actual development and finally to post-development process. This is in line with the QA continuous improvement process of PDCA or Plan, Do, Check and Act. Findings Change, through the fine-tuning of QA processes and open door communication, is the key toward achieving quality modules, and hence meeting learners’ expectations. Research limitations/implications This paper highlights the experiences of only the Centre for Instructional Design and Technology, OUM in the development of quality learning material for the Open and Distance Learning (ODL) learners. Originality/value This paper outlines the step-by-step process in module development, from print to print-ready material, to assist the ODL universities in their mission to provide quality learning material to learners.
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Lisetskaya, I. S., and A. Yu Kovalishin. "IMPLEMENTATION OF DISTANCE TRAINING IN QUARANTINE AT THE DEPARTMENT OF PAEDIATRIC DENTISTRY OF IVANO FRANKIVSK NATIONAL MEDICAL UNIVERSITY." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 3 (November 12, 2020): 241–44. http://dx.doi.org/10.31718/2077-1096.20.3.241.
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Mankind has encountered a previously unknown disease, COVID-19, which has changed and caused a major disruption in nearly all spheres of human life. The COVID pandemic has had a tremendous impact on education, and medical education in particular. In quarantine conditions, distance learning was the only possible option to continue the professional medical training. The educators and education authorities faced a number of issues to be solved immediately including the organization of the course content and delivery for online synchronous and asynchronous format, the improvement of computer operating skills, the stimulation of students’ independent cognitive activity, creativity, nurtures self-awareness, independence and responsibility, etc. Ever-increasing amount of information, rapid progression of communication technologies and online tool applications in recent decades has created a strong ground for overcoming challenges caused by the pandemic. Practical classes on paediatric therapeutic dentistry were conducted in the format of an online conference via the Microsoft Teams program (groups, course schedule were created in advance). Microsoft Teams is a team centre of Office 365 that is a simplified version of learning management systems, but allows the learning team to communicate and share files. The program is convenient as it enables to create conventional work environment, including chat for discussion, file sharing and corporate programs. Students are supplied with instructional materials, guidelines; there has been elaborated the system of the tests for the themes of the discipline to check up students’ knowledge; educators give prompt feedback and grade student’s work. During the online lesson, educators discuss the main issues of a theme, explain the unclear or disputable points, using pre-loaded materials as presentations, videos, photos, radiographs and orthopantomograms that helps to facilitate the material comprehension. Practical training, which includes dealing with patients, improving manual and communication skills, is among the top priorities for dental students. To solve this problem associated with the remote learning, the department staff elaborated situational tasks and algorithms for performing practical skills. Distance learning can be and must be organized as a purposeful process of interaction between educators and students based on applying the latest information and technologies, adequate control and guidance that allows medical educational settings not to stop fostering future healthcare professionals in the pandemic period.
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Tang, Wen, Xiangyang Zhang, and Youyi Tian. "Investigating Lifelong Learners’ Continuing Learning Intention Moderated by Affective Support in Online Learning." Sustainability 15, no. 3 (January 19, 2023): 1901. http://dx.doi.org/10.3390/su15031901.
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During the pandemic crises, online learning has moved from the margin to the centre of education, thus making a change in the educational paradigm. The degrees of technology acceptance, therefore, pose a major challenge to administrators, educators, and students, including lifelong learners from all fields of work. This paper aims to investigate how technology acceptance facilitates lifelong learners’ continuing learning intention. By constructing a structural equation model based on the Technology Acceptance Model (TAM) theory and verifying the mediating role of learning satisfaction and the moderating role of affective support empirically, this study addresses the online learning characteristics in terms of self-efficacy, satisfaction, and willingness to learn in the context of lifelong learners. Data were collected from the questionnaires embedded in the courses at a distance teaching university. A total of 513 questionnaires have been retrieved and 488 valid questionnaires have been processed and analysed via SPSS 26.0 and Amos 24.0. The findings indicate that positive relationships and positive correlations between learning satisfaction and continuing learning intention juxtapose, and satisfaction is positively correlated with continuing intention. Moreover, affective support moderates the three components significantly. The results of this research help expand the applicability of the TAM theory with more practical significance, conveying positive messages to the administrators, educators and lifelong learners in continuance of online learning, and thus maintaining retention, particularly in the post-pandemic new normal for the sustainability of higher education.
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Hu, Bo. "The Challenges of Blended Learning: Critically Evaluating the Chinese Language Case." EuroCALL Review 20, no. 2 (September 29, 2012): 80. http://dx.doi.org/10.4995/eurocall.2012.11380.
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<p>This article reviews the Mid-Career Development Chinese Language course (MCDCL) funded by the British Inter-university China Centre, a project funded from various public sources in the UK. The discussion focuses on how and why the MCDCL course has adopted the blended learning construct and with what outcomes. Using two frameworks for blended learning – the Community of Inquiry and the Sloan-C Pillars – it offers a thorough examination of the MCDCL course, and discusses the results of a survey which was devised to collect feedback from participants on the course. The article concludes that the MCDCL course throws up particular challenges for the blended learning concept as a whole. A detailed evaluation highlights areas for attention ranging from how the course is organised and workloads are balanced, to the approach of teachers in their level of involvement in distance learning, and the overall management of the course with regard to the use of technology, cost-effectiveness and a host of other considerations.</p>
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PAUL MAICHIKI, MANASSEH, JAMILU ABDULKADIR, and CHAT LOT KOGI. "E-Learning as an Alternative Platform for Enhancing Knowledge and Managerial Skills: Evidence from Ahmadu Bello University in Sub-Saharan Africa." International Journal of Social, Political and Economic Research 9, no. 1 (April 9, 2022): 1–25. http://dx.doi.org/10.46291/ijospervol9iss1pp1-25.
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The advancement in Information and Communication Technology (ICT) has revolutionised activities across all facets of human endeavours including learning and management. e-learning is an evolving educational platform and the scheme like other ICT-inclined sectors is facing series and peculiar challenges in Sub-Saharan Africa. These challenges range from poor infrastructure, poor funding, poor/low oriented masses, inadequate government policies, poor infrastructure such as electricity, technological deficiency on the part of service providers among many others. Nevertheless, e-learning has proven to possess the capacity to offer an alternative learning environment to boost knowledge and by extension enhance managerial skills, especially for those whose job schedules offer them limited time to travel over some relatively long distances to acquire knowledge through the conventional system. Thus, using the Ahmadu Bello University Distance Learning Centre (ABU DLC) in Nigeria as a case study, the paper argues that, the prospects offered by the e-learning platform can improve on Nigeria’s educational sector and individual managerial skills as well as organisational outputs. Therefore, using primary and secondary/documentary information, the paper stresses that e-learning in Nigeria though challenging, can add value to both individuals and the country’s educational sector and by extension boost managerial skills. When adequate resources among others are committed and properly harness to e-learning, it can comfortably serve as an alternative platform for learning, especially for interested individuals as obtainable in advanced countries in the contemporary global society.
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Purnima, K. S., and A. Lalitha. "Strengths, opportunities, weaknesses and challenges of online learning in agriculture." Gujarat Journal of Extension Education 34, no. 2 (December 25, 2022): 60–65. http://dx.doi.org/10.56572/gjoee.2022.34.2.0014.
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COVID-19 has jeopardized the academic calendars of majority of the educational institutes across the world. Distance Education and online learning platforms have become a potential solution for education post pandemic situation despite many technical constraints. However, the questions about effectiveness of e-learning, especially for Agricultural courses is not defined. In this study, we focus on studying the SWOC (Strengths, opportunities, weaknesses and challenges) of online learning by students enrolled in Agricultural certificate courses offered by ODLC (Open and Distance Learning centre), ANGRAU (Acharya N.G. Ranga Agricultural University) in the year 2021-22. The present study is conducted through an online survey of 300 randomly selected students of the five online certificate courses - Organic Farming, Bee Keeping, Mushroom Cultivation, Millets Production and Processing and Terrace Gardening in telugu offered by ANGRAU in 2021-22 which would be helpful in designing a more effective online learning environment for Agricultural courses. The results indicated that majority of the participants preferred online classes during the pandemic. The respondents who have completed the courses perceived high level of effectiveness (49.50 percent) about the two distance learning courses while 37.00 percent expressed medium level of effectiveness and a meagre 13.50 percent perceived the courses to be less effective. The SWAC analysis of the responses revealed that the major strength in online learning was the provision of session recordings for retention of learning followed by Location flexibility and Time flexibility. The major weakness perceived were Technical difficulties due to lack of power or poor internet connection followed by other network distractions and Online sessions unsuitable for practical learning. Opportunities felt were Reinforced learning with Recordings/PPTs followed by pursuit of interests outside one’s profession and Age is not a barrier for online learning. The major challenge expressed by the students was the Teacher-Student ratio. The findings of this study provide insights to academicians to redesign the courses in a hybrid mode complementing theory and practical sessions without shifting completely to online education as more number are interested to enroll for online classes rather than contact classes.
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Poce, Antonella, and Francesca Corradi. "Tempus Demed project and operational solutions for online distance education." CADMO, no. 2 (January 2012): 21–37. http://dx.doi.org/10.3280/cad2011-002003.
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Lps-Diped - Universitŕ Roma Tre chaired the Tempus Demed - Development of Master Study Programmes in Education (2009-2011) - project. The project's main objective was the renovation of the Masters courses in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the cultural reference area to the principles established within the European context. In particular, during the Dublin Conference in 2004, the so-called Bologna follow up group drew a number of indicators. As already mentioned, at different times, EU policy has highlighted the need to carry out actions aimed at a renovation of higher education cycles, but not much was provided in terms of definition of the curricula, especially for the second cycle of studies. The Demed project also attempted to fill a gap in this regard, operating an indepth revision of this level of studies in the Education sector in Albania, Kosovo e Macedonia. This intervention, moreover, was always carried out working in close cooperation with the partner countries, so that the support provided by Lps Diped, as leader, by Cdell - Centre for Developing and Evaluating Lifelong Learning - University of Nottingham (UK) and by DPU - Arhus University (DK) was realized with an actual collaboration programme, and never resulting as an imposition of certain Western models. The present contribution, therefore, is intended to give a general overview regarding the Tempus funding programme, a description of the Demed project itself, a synthetic report of the online seminar broadcasted to Seeu staff during the project period and of the data collected while evaluating the same experience.
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AMUSA, JAMIU OLUWADAMILARE. "Appraisal of the physics education programme in the National Open University of Nigeria." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 4, no. 1 (June 30, 2020): 79–90. http://dx.doi.org/10.29114/ajtuv.vol4.iss1.158.
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The general apathy towards the study of physics education among the prospective science teachers can once again be raised as the National Open University of Nigeria marks its 15th years of providing functional, cost effective and life-long education to a very large number of Nigerians yearning for university education. Physics Education is arguably one of the few courses that gain the lowest patronage among science students across Nigerian universities. Hence, the discouraging phenomenon of low enrollment is not peculiar to NOUN. The case also becomes more disturbing when the study of physics education in an open and distance-learning environment becomes much more abstract than where you actually see the lecturer each time there is a class as it operates in the conventional university system. The challenge of sustaining physics education in the open and distance environment needs to be addressed towards improving enrollment of students into the programme. The paper has adopted a theoretical approach which examined the sequence of events as regard physics education in the past fifteen years of the existence of the National Open University of Nigeria. The challenges and prospects of this programme, which is at the centre of the nation’s scientific and technological independence were critically x-rayed in the light of current realities. Within the proposed set of recommendations, it was further suggested that the NOUN advocacy team, in collaboration with the Department of Science Education should take sensitization and awareness campaign to secondary school science students particularly on the prospects of enrolling into physics education programme.
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Isadchenko, Sergey O., and Irina P. Krasnoshchyochenko. "Readiness of young university teachers for professional activities in the digital educational space." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, no. 1 (August 25, 2022): 13–21. http://dx.doi.org/10.34216/2073-1426-2022-28-1-13-21.
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The dynamic development of digital technologies leads to a continuously increasing use of information products and services in all areas of modern society, incl. and in education. Technologies, platforms and services appear here that provide unlimited opportunities for obtaining information, mastering various training courses and programmes in a distance format, online and offline learning. Young teachers are at the centre of these changes. They are required not only to be ready to accept the ongoing transformations, quickly master new opportunities, adapt them to teaching of disciplines, but also continuously improve the educational process, taking into account the experience gained and its problematic aspects that are identified. The article presents the results of a study of the readiness of young university teachers to work in a dynamically developing information educational environment, to develop and create electronic educational courses and enhance the use of ICT in the educational process. The paper provides a comparative analysis of the results of surveys conducted in 2020 and 2021 аt Tsiolkovsky Kaluga State University. The authors conclude the necessity of creating a system of work at the university to support young teachers, in terms of both professional and personal development.
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Segbenya, Moses, George Kwaku Toku Oduro, Fred Peniana, and Kwesi Ghansah. "Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies." International Journal of Educational Management 33, no. 5 (July 8, 2019): 1012–34. http://dx.doi.org/10.1108/ijem-12-2017-0379.
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Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.
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Suk, O. P. "Acquiring and development of teachers’ e-competences in the system of qualification improvement." CTE Workshop Proceedings 2 (March 20, 2014): 62–66. http://dx.doi.org/10.55056/cte.189.
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Research goals: expansion of the IT component of system of teachers’ training.Research objectives: to provide guidance on the methodology of certain types of studies and scenario for building of seminar for teachers depending on the capabilities and desires of students and choice of e-Competences.Object of research: the system of qualification improvement.Subject of research: acquiring and development of teachers’ e‑competences in the system of qualification improvement.Research methods used: analysis of international standards, publications and educational process.Results of the research. In the paper it’s described the experience and practical results that was obtained in the training of teachers from Ukrainian HEI in the seminar of qualification improvement “Management of Distance Education”, which for many years is conducted at the Centre of Distance Education of National Technical University «Kharkiv Polytechnic Institute». The main objective of the seminar is to acquire its audience a set of e-competences that will enable them to start or speed up the implementation of the methodology and tools of e-learning in their departments. The seminar is based on a blended learning.The main conclusions. It’s shown that the chosen methodology, together with the use of numerous practical results of NTU "KPI" System of Distance Education, is optimal for achieving this goal.
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Lisetska, I., N. Shovkova, A. Kovalishin, and V. Habchuk. "EXPERIENCE OF USING DIGITAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS AT THE DEPARTMENT OF PEDIATRIC DENTISTRY IFNMU." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 21, no. 3 (November 16, 2021): 251–54. http://dx.doi.org/10.31718/2077-1096.21.3.251.
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The digital technologies in all spheres of life, including education are now a hallmark of our modern identity; they shape how we live today. They enable applying new opportunities, for instance, distance learning, which is quite relevant today. Ivano Frankivsk National Medical University has the site "Office 365 Cloud Services", which is accessible to all teachers and students and thus creates a single digital environment. Practical classes and lectures on pediatric therapeutic dentistry during quarantine are conducted in an online conference format in Microsoft Teams, a teamwork centre in Office 365, which is a simplified version of learning management systems; it enables communicating, file sharing, etc. between the group members. The program is convenient because it combines everything in a common work environment, including chat for discussion, file sharing and corporate programs. Students pass on each topic of the test tasks in the system, which were posted on pmk.ifnmu.edu.ua or tests.if.ua. The teacher converts the test result into scores according to the evaluation criteria. Delivering theoretical themes and checking their comprehension is organized by means of video communication. During the online lesson, the teacher interviews the topic, corrects the answer, and explains the points that might be discussible or unclear, using pre-loaded visuals or other materials, e.g. presentations, videos, photos, radiographs and orthopantomograms. For future dentists it is extremely important to master practical skills, work with real patients, practice manual and communication skills. Digital technologies help during distance learning at least partially to master the practical aspect of the discipline by creating multimedia presentations, which consists of tasks, three to four questions for each task, a clinical case, if possible video. The use of digital technologies, especially during distance education can and should take its place in the education system, because with its proper organization it can provide quality education that meets the requirements of modern society.
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Silva, Ana Paula, Pedro Lourtie, and Luisa Aires. "Employability in online higher education: A case study." International Review of Research in Open and Distributed Learning 14, no. 1 (January 29, 2013): 106. http://dx.doi.org/10.19173/irrodl.v14i1.1262.
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<p>Over the past 15 years, learning in distance education universities has become more interactive, flexible, collaborative, and participative. Nevertheless, some accounts have highlighted the importance of developing more instrumental and standardized educational practices to answer the challenges of employability. In fact, the choice of skills that are important to learning communities and the labour market has been the subject of controversy because it involves heterogeneous motives among different groups.</p><p>This paper compares the perceptions of employability skills in a sample of teachers from the Universidade Aberta and a sample of students who attend a local learning centre at this University. The research focused on the following dimensions: a) the most important employability skills, and b) the employability skills to be developed in online undergraduate degrees<span class="apple-converted-space">. To collect the required data, a questionnaire was prepared and applied to students and teachers, taking the theoretical model of Knight and Yorke (2006) as its main reference. In spite of the specificity of each group, the results revealed some similarities between students and teachers with regard to employability. The conclusions also highlighted the need to promote research on this matter in online education.</span></p>
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Purnima1, K. S. "Constraints Perceived in Using Online Platform for Agricultural Certificate Courses." Indian Research Journal of Extension Education 22, no. 2 (April 1, 2022): 1–5. http://dx.doi.org/10.54986/irjee/2022/apr_jun/1-5.
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The online platform is an important dimension of Agricultural education being focused by the Open and Distance learning centre established by Acharya N.G. Ranga Agricultural University in the year 2018. The study focused on the constraints perceived by the participants of the courses in using the online medium of learning for all the skill-oriented certifi cate courses – Organic Farming, Bee Keeping, Mushroom Cultivation and Terrace Gardening. The present study was conducted with 240 randomly selected participants of four courses (60 farmers, 60 students,60 employees and 60 Others), each of 2 months duration. The fi ndings of the study showed that the overall perception of the respondents about the online courses to be eff ective (49.58%) followed by highly eff ective (45.42%) while a meagre number (5%) perceived the online course as less eff ective. The constraint analysis of the respondents in utilizing the online platform revealed that among Technical constraints, Lack of adequate scope for hands-on experience was the major constraint, among personal constraints, online course certifi cate has no value was the major constraint and among attitudinal constraints, personal anxiety in use of technology was the major constraint expressed. Chi-square test revealed thatAge, Education, Computer literacy and online training experience had signifi cantly infl uenced respondents’ constraints to online learning courses. The study implied addressing these areas to improve the course eff ectiveness
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Tope Gloria, Olatunde-Aiyedun, and Samuel Olorunfemi Adams. "EFFECT OF BLENDED LEARNING MODELS ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN SCIENCE EDUCATION." Education Sustainability & Society 5, no. 2 (2022): 89–95. http://dx.doi.org/10.26480/ess.02.2022.89.95.
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The norm for pedagogical situations in the twenty-first century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a blended learning method in learning science course at the secondary school level. The current study has been conducted using a quasi-experimental design. The University of Abuja’s Centre for Distance Learning and Continuous Education (CDL & CE) recruited 120 undergraduate students for this study. The Blended Models Achievement Test (BMAT) and Blended Models Retention Test were the instruments used for data gathering (BMRT). The experimental groups’ students were instructed using blended learning methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical Package for Social Science (SPSS) version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through blended learning. The study came to the conclusion that learners’ achievement and retention in science are significantly improved by blended learning models. It is recommended that blended learning approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.
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Matijevic, Prof Dr Milan. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 2 (August 20, 2019): I. http://dx.doi.org/10.18844/prosoc.v6i2.4579.
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It is the great honor for us to edit proceedings of “8th International Conference on Education (IC-ED-2019), 27 –29 June 2019, Tirana International Conference Centre, Tirana, Albania. This privileged scientific event has contributed to the field of educational sciences and research for eight years.
As the guest editor of this issue, I am glad to see variety of articles focusing on Curriculum and Instruction, Educational Technology, Educational Administration, Guiding and Counseling, Educational Planning ,Measurement and Evaluation in Education, Learning Psychology ,Developmental Psychology ,Education and Culture ,Instructional Design, Learning and Teaching, Special Education, Distance Education, Life Long Learning, Mathematic Education, Social Sciences Teaching, Science Education, Language Learning and Teaching, Human Resources in Education, Teacher Training,Pre-school Education, Primary School Education, Secondary School Education, Vocational Education, College and Higher Education, Learner Needs in 21 Century, The Role of Education in the Globalization World ,Human Rights Education ,Democracy Education, Innovation and Changing in Education ,New Learning Environments ,Environmental Education, Professional Development ,Creativity ,Nursery Education, Healthy Education ,Sport and Physical Education, Multi-cultural Education ,Mobile Learning, Technology-Based Learning, Music Education, Art Education, History Education, etc..
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 32 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 6 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Best Regards
Guest Editors
Prof. Dr. Milan Matijevic, University of Zagreb, Croatia
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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Bosio, Davide, Enrico Pira, Félix Martín Daza, Daniela Trombetta, Enrico Bergamaschi, and Giacomo Garzaro. "Emerging needs in OSH." Sigurnost 60, no. 4 (January 3, 2019): 321–33. http://dx.doi.org/10.31306/s.60.4.5.
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SUMMARY: Public and private sector organizations worldwide are increasingly concerned with improving occupational safety and health (OSH) and increasingly seek skilled OSH professionals. Becoming an OSH professional requires a multidisciplinary training. Since 2012, the University of Turin, along with the International Training Centre of the International Labour Organization (ITC-ILO), the International Labour Office (ILO) and the International Commission of Occupational Health (ICOH) collected this challenge and opened a master course in OSH. The aim is to assess the consistency and effectiveness of the emerging educational proposal. The proposed programme is opened to participants from both developing and developed countries. Besides a preparatory Internet-based Distance Learning Phase, enabling participants with different backgrounds to reach an adequate level of knowledge, this one-year programme includes a residential period, followed by another distance phase for the preparation of the dissertation. Residential Phase of Turin includes classroom training, study visits to selected enterprises and related training sessions. From 2007 to 2018 more than 300 participants applied first to the Postgraduate course and then to the Master in OSH, with variable occupational backgrounds such as public institutions, private companies and Universities. 65,7% (SD 8,1%) of the participants were enrolled to the Residential Phase, with a mean age of 38 years (SD 7,4), 55,9% (SD 5,2%) achieved the Master Degree. Different evaluation strategies were used. The average satisfaction survey score was high (4,28; SD 0,67). At the end of the training period, participants learnt to manage the use of OSH procedures and techniques and health management systems. The results of the profit and satisfaction questionnaires demonstrate the effectiveness of the course.
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Scott, Mairi, and Susie Schofield. "Enhancing the student experience through sustainable Communities of Practice." Asia Pacific Scholar 7, no. 1 (January 4, 2022): 102–5. http://dx.doi.org/10.29060/taps.2022-7-1/sc2508.
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Introduction: The switch to online off-campus teaching for universities worldwide due to COVID-19 will transform into more sustainable and predictable delivery models where virtual and local student contact will continue to be combined. Institutions must do more to replace the full student experience and benefits of learners and educators being together. Methods: Our centre has been delivering distance blended and online learning for more than 40 years and has over 4000 alumni across five continents. Our students and alumni come from varied healthcare disciplines and are at different stages of their career as educators and practitioners. Whilst studying on the programme students work together flexibly in randomly arranged peer groups designed to allow the establishment of Communities of Practice (CoP) through the use of online Discussion Boards. Results: We found Discussion Boards encouraged reflection on learning, sharing of ideas with peers and tutors, reduce anxiety, support progression, and enable benchmarking. This led to a highly effective student sense of belonging to each other, our educators, and the wider University, with many highlighting an excellent student experience and maintaining a thriving CoP within the alumni body. Conclusion: Despite being based on one large postgraduate programme in medical education, our CoP approach is relevant to any undergraduate programme, particularly those that lead to professional qualification. With our mix of nationalities, we can ‘model the way’ for enabling strong CoP’s to share ideas about best practice with a strong student and alumni network which can be shared across the international healthcare community.
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Thomas, Gracious. "Supportive role of the “CBCI Chair” at IGNOU in ODL programme development." Asian Association of Open Universities Journal 8, no. 1 (March 1, 2013): 83–89. http://dx.doi.org/10.1108/aaouj-08-01-2013-b008.
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The Catholic Bishops' Conference of India (CBCI) Chair at Indira Gandhi National Open University (IGNOU) was established with the signing of a Memorandum of Understanding (MoU) between CBCI and IGNOU on 29 February 2000 to plan, design, develop and launch socially relevant programmes of study in the areas of HIV/AIDS social work, philosophy, etc. The one-time endowment grant of US$125,000 facilitates the programme development process without any financial contribution from IGNOU. In the 13 years of its existence, the CBCI Chair has developed eight programmes – from Certificate to Doctoral programmes. Some of these programmes have been revised. Over 30,000 students have enrolled for these programmes, which are being offered in 12 countries. Although the chair follows all the prescribed procedures for programme development and launch, the nature, scope and financial viability being enjoyed by the Chair facilitates timely decision making and achievement of targets. The CBCI Chair is a success story in Open and Distance Learning (ODL) as it has helped in the establishment of the first School of Social Work in ODL, the Centre for Tibetan Studies and the Mother Teresa Chair. The Chair has been instrumental in providing scholarships and awards to several students. This paper examined the what, why and how of the CBCI Chair and the implications it has as a model towards targeted interventions in ODL systems, quality assurance, maintenance and sustainability.
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Aluwihare, Shriyangi, and Shammi De Silva. "Prolonged time taken to complete the degree programmes at the Faculty of Engineering Technology of the Open University of Sri Lanka." Asian Association of Open Universities Journal 11, no. 2 (September 5, 2016): 136–48. http://dx.doi.org/10.1108/aaouj-09-2016-0027.
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Purpose It has been observed that the students attending the bachelor’s degree programmes offered by the Faculty of Engineering Technology (FET) at the Open University of Sri Lanka (OUSL) take extraordinarily longer period to complete their degrees. The purpose of this paper is to identify the institutional barrier, student-related personal barrier and psychological barrier behind the prolonged duration of completion of the said degrees. Design/methodology/approach A well-developed questionnaire was administered among a selected sample of graduates who were awarded the Bachelor of Technology (Engineering) and Bachelor of Industrial Studies degrees within the past ten years. Findings Results indicate that institutional barriers such as poor academic counselling and guidance; laboratory sessions being inappropriate/not sufficient to understand the course material; inadequate facilities, such as library resources, and lack of laboratory facilities at the regional centres have contributed immensely to the lengthy duration taken to complete the degrees. Personal factors such as work-related challenges, travelling time and cost of commuting to the main centre located in Colombo and inability to spend the required time expected of the programme have played major roles in the prolonged completion. Results indicate that the cost of tuition is not a major barrier for on-time completion. Psychological barriers such as possessing a limited repertoire of study strategies, lack of understanding of open and distance learning (ODL) methods and deficiency of continuous motivation had a tremendous impact on the delayed graduation. A high satisfaction rate was observed regarding the ODL tools that were used within the programmes and the formative and summative evaluation criteria. Approximately 75 per cent of the sample approved of the five remedies suggested. Originality/value Findings of this study provide insight for shortening the duration of the bachelor’s degree programmes offered by the FET at the OUSL.
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Gurinović, Mirjana, Romana Novaković, Zvonimir Šatalić, Marina Nikolić, Jelena Milešević, Marija Ranić, and Marija Glibetić. "Professional training in nutrition in Central and Eastern Europe: current status and opportunities for capacity development." Public Health Nutrition 18, no. 2 (February 27, 2014): 372–77. http://dx.doi.org/10.1017/s1368980014000172.
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AbstractObjectiveTo examine the availability of academic programmes in nutrition and identify nutrition training needs in Central and Eastern Europe (CEE).DesignA questionnaire with close-ended and open-ended questions was distributed to the members of the United Nations University Standing Committee on Nutrition, Regional Network for Capacity Development in Nutrition in CEE (NCDN CEE).SettingParticipants’ responses to the questionnaire including the comments of their colleagues from home institutions were obtained in group discussions during NCDN CEE meetings in 2010–2013.SubjectsSixteen CEE countries’ experts and their colleagues from home institutions involved in NCDN CEE activities 2007–2013.ResultsThe responses were obtained from fourteen out of sixteen participating countries; five countries have established Bachelor, Master and PhD studies in nutrition (Croatia, Czech Republic, Poland, Slovak Republic and Slovenia), whereas in Latvia and Republic of Macedonia only Bachelor and Master studies are set up. Seven countries have no Bachelor, Master or PhD studies: Bosnia and Herzegovina, Bulgaria, Estonia, Lithuania, Montenegro, Romania and Serbia. Introduction to data analysis and Nutritional epidemiology are the most needed nutrition trainings that would increase working competence of nutritionists and nutrition-related professionals in CEE.ConclusionsAvailability of academic programmes in nutrition in CEE countries is limited. Opportunities for improving the competence of existing and future nutrition-related professionals should be addressed at national and regional level; distance learning courses and creation of a regional centre for nutrition training were seen as opportunities for sustainable capacity development in nutrition in CEE.
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Mhishi, Misheck, Crispen Erinos Bhukuvhani, and Abel Farikai Sana. "Science teacher training programme in rural schools: An ODL lesson from Zimbabwe." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 72. http://dx.doi.org/10.19173/irrodl.v13i1.1058.
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<p>This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)’s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts are located in the remote Zambezi Valley, which is characterized by poor infrastructure, pests and diseases, frequent attacks by wild animals on people, domestic animals, and crops, harsh climatic conditions, and seasonal floods, which make it very difficult to attract and retain qualified teachers. Through targeted recruitment, BUSE’s VODL programme sought to train relief teachers already serving in the area in the hope that personal history and family connections would entice them to continue teaching in these areas after attaining their teacher certification. Data was collected using a questionnaire with closed and open-ended questions. Results obtained indicate that despite a lack of funding, a shortage of reading materials, and the nonavailability of e-learning facilities, the students were motivated to join the programme for personal and professional motives and that the students, the majority of whom had taught for two or more years in the districts, would prefer deployments in the area after graduation. The study therefore recommends that deliberate efforts be directed toward the targeted recruitment of school leavers and relief teachers from disadvantaged rural areas who possess the requisite minimum entry qualifications to train as science teachers in order to improve teacher retention in remote areas. Further research into the intrinsic problems in BUSE’s VODL programme and a close scrutiny of its course development techniques are also encouraged in order to overcome some of the problems encountered by both the students and the institution.</p>
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Martínez, Silvia Alicia, Fabrícia Vieira de Araújo, Suelen Ribeiro de Souza, Evandro Vargas, and Leandro Garcia Pinho. "Relato de experiência: oficina pedagógica como objeto de aprendizagem na formação inicial do pedagogo no Consórcio CEDERJ." Texto Livre: Linguagem e Tecnologia 11, no. 3 (December 26, 2018): 176–91. http://dx.doi.org/10.17851/1983-3652.11.3.176-191.
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RESUMO: O presente trabalho objetiva abordar, analisar e discutir uma significativa experiência de ensino e aprendizagem adquirida em uma oficina pedagógica, no âmbito do Curso de Pedagogia da Universidade Estadual do Norte Fluminense (UENF), no bojo do Centro de Educação a Distância do Estado do Rio de Janeiro (CEDERJ). Tal atividade foi concretizada por professores, tutores e alunos das disciplinas História na Educação 1 e História na Educação 2 do curso supracitado. A partir das referências de diferentes pesquisadores do campo do Ensino de História e da Educação, discorremos em um momento inicial acerca da organização e estruturação da Oficina, para posteriormente tratarmos da concretização da atividade em si pelos estudantes. A Oficina muito contribuiu para a reflexão acerca das práticas pedagógicas e para uma maior aproximação entre docentes, tutores e estudantes, bem como oportunizou pensamentos acerca das diferentes tecnologias e outros materiais que podem ser empregadas no ensino de História. PALAVRAS-CHAVE: oficina pedagógica; ensino de História; educação a distância; curso de Pedagogia. ABSTRACT: The present work aims at addressing, analyzing and discussing a significant experience of teaching and learning acquired in a pedagogical workshop, within the course of pedagogy of the State University of the North Fluminense (UENF), in the Centre of Distance Education of the State of Rio de Janeiro (CEDERJ). Such activity was accomplished by teachers, tutors and students of the disciplines History in Education 1 and History in Education 2 of the aforementioned course. From the references of different researchers of the field of History Teaching and Education, we have come at an initial moment about the organization and structuring of the workshop, to subsequently embrace the realization of the activity itself by the students. The workshop contributed greatly to reflect on pedagogical practices and for a closer approximation among teachers, tutors and students, as well as it allowed to think the different technologies and other materials that can be employed in the History teaching. KEYWORDS: Pedagogical workshop; History teaching; distance education; Pedagogy course.