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24 results on '"Distance education and e-learning"'

1. Factors contributing to dropping out of adults’ programming e-learning

Author

Aiste Dirzyte, Aidas Perminas, Lukas Kaminskis, Giedrius Žebrauskas, Živilė Sederevičiūtė – Pačiauskienė, Jolita Šliogerienė, Jelena Suchanova, Romualda Rimašiūtė – Knabikienė, Aleksandras Patapas, and Indre Gajdosikiene

Subjects
Distance education and e-learning, Adult learning, Gender studies, 21st century skills, Applications in subject areas, Science (General), Q1-390, Social sciences (General), H1-99
Abstract

Previous studies reported that acquiring computer programming skills is challenging and might result in high dropout rates. A quasi-experimental design was used to examine the role of different factors in dropping out of an e-based computer programming course. This study applied a knowledge in programming assessment test (20 multiple-choice questions covering the following topics: variables, loops, conditionals, functions, and general knowledge of Python), The Learning Motivating Factors Questionnaire, The Big Five-2, and The Basic Psychological Need Satisfaction & Frustration Scale. Ninety-four participants (38 males and 56 females) completed the course, while 305 participants started it. The mean age of e-learners was 29.96 years (SD 8.27), age range = 18 to 54. The results showed that e-learners who completed the course had higher initial knowledge assessment scores than those who dropped out after the first assessment. Reward and recognition as a motivator were significantly higher in males who completed the course than those who dropped out after the second knowledge assessment. Extraversion was significantly lower in females who completed the course than those who dropped after the first or second knowledge assessment test. Relatedness frustration was significantly higher in those who dropped out after the first knowledge assessment. Due to significant limitations of the sample size, cultural context, measures applied, and research design, the findings would preferably be regarded with caution.

Published
2023
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2. Researchers from Kwantlen Polytechnic University Report on Findings in Distance Education and e-Learning (The Effect of Video Camera, Microphone and Chat Box Use on Social Presence and Engagement in an Online Group Activity).

Abstract

Researchers from Kwantlen Polytechnic University conducted a study on the impact of video camera, microphone, and chat box use on social presence and engagement in online group activities. The study found that students using video or audio communication mediums reported higher levels of social presence, peer rapport, motivation, and satisfaction compared to those using chat boxes. The researchers recommend that students use video cameras and/or microphones to enhance engagement and interpersonal connections in online classes. [Extracted from the article]

Published
2024

3. Mississippi State University Researcher Has Provided New Study Findings on Distance Education and e-Learning (Collaboration, Connection, & Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education).

Abstract

A recent study conducted by a researcher at Mississippi State University explores the impact of institutional culture on online teaching in higher education. The study found that there is a relationship between Technological Pedagogical Content Knowledge (TPACK) and teaching efficacy, as well as teaching efficacy and student success. Specifically, the study found that collaboration and team learning, as well as the connection between the organization and its environment, significantly impact TPACK. The findings suggest that higher education administrators should prioritize professional development opportunities and collaborative projects for faculty, as well as ensure that the institution is connected to the local, regional, and global community. Future research should further investigate the specific aspects of institutional culture that may affect online teaching quality. [Extracted from the article]

Published
2024

4. New Distance Education and e-Learning Data Have Been Reported by Researchers at Arizona State University ("Never Met Them in Person, But We Help Each Other": Black Women's Experiences in Online Undergraduate Engineering Programs).

Abstract

Researchers at Arizona State University have conducted a qualitative analysis of online learning experiences among Black women engineering majors. The study aimed to understand how these women described their online program learning experiences and their interactions with other students and faculty. The research identified four major themes: isolation, varying impacts of COVID-19, benefits and limitations of flexibility in online programs, and virtual connection-building. The study concludes by discussing implications for faculty development and course designers. The full article can be accessed for free through the Online Learning Consortium. [Extracted from the article]

Published
2024

5. Researchers from Belmont University Discuss Research in Distance Education and e-Learning (The Impact and Process of Transition from Face-to-Face to Online Teaching During a Pandemic: A Grounded Theory Approach).

Abstract

A recent study conducted by researchers from Belmont University explores the impact and process of transitioning from face-to-face to online teaching during the COVID-19 pandemic. The study involved interviews with 24 faculty members from a private southeastern university. The findings highlight the need for structured support for faculty, including technological and instructional design assistance, dedicated time for learning and incorporating instructional changes, and mental health services. Understanding the process of this transition can inform future educational delivery and evaluation. The full article can be accessed for free online. [Extracted from the article]

Published
2024

6. Research on Distance Education and e-Learning Discussed by Researchers at Purdue University [Development and Validation of the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS)].

Abstract

A recent report from Purdue University discusses the development and validation of the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS), a survey instrument designed to measure motivational constructs related to online teaching and learning in pre-service teachers. The study aims to address the need for a reliable and valid instrument to measure motivation in online teaching, particularly in light of the increased opportunities and challenges presented by the COVID-19 pandemic. The PST-OTMS consists of 31 items that assess pre-service teacher motivation across four dimensions: self-efficacy for online teaching, perceptions of online teaching and learning, online teaching professionalism, and anticipated administrative support. The survey demonstrated strong reliability and validity in the research context, and future research will explore its reliability and validity in different settings and with a more diverse demographic. [Extracted from the article]

Published
2024

7. Researchers' Work from Ohio State University College of Medicine Focuses on Distance Education and e-Learning (Comparison of on-campus and virtual self-assessment outcomes for incoming Appalachian STEM undergraduates' first research experience).

Abstract

A recent report from researchers at Ohio State University College of Medicine compared the outcomes of on-campus and virtual self-assessment experiences for incoming Appalachian STEM undergraduates. The study found that the in-person experience in 2019 had better outcomes compared to the virtual experience in 2020, suggesting that students benefit from conducting research directly under their faculty supervisors in-person. However, the virtual format still resulted in an improvement in belonging and STEM identity, indicating that remote connections with students are still valuable. The researchers emphasize the importance of finding new ways to reach as many students as possible with early career development programs, particularly for the student population in Appalachia. [Extracted from the article]

Published
2024

8. Research from University of the Witwatersrand Has Provided New Data on Distance Education and e-Learning (Humanising Online Pedagogy through Asynchronous Discussion Forums).

Abstract

A recent report from the University of the Witwatersrand explores the topic of distance education and e-learning. The study focuses on the importance of humanizing online pedagogy, particularly in the context of South Africa's history of structural inequalities. The researchers conducted a case study of a first-year course at a South African university, using online discussion forums to facilitate humanizing pedagogy. The study found that these forums allowed students to use their authentic voices, form social connections, and reflect on their personal experiences. However, the analysis also revealed limitations, such as students echoing responses and instances of unsupportive group dynamics. Overall, the study suggests that interactive, asynchronous online forums can be effective tools for humanizing online pedagogy when designed in ways that encourage dialogic learning and consider students' diverse perspectives. [Extracted from the article]

Published
2023

9. Clemson University Researchers Detail Findings in Distance Education and e-Learning [The Online Teaching Motivation Scale (OTMS): Development and Validation of a Survey Instrument].

Abstract

Researchers from Clemson University have developed and validated the Online Teaching Motivation Scale (OTMS), a survey instrument designed to measure motivational factors related to online teaching and learning. The OTMS consists of 24 items that assess teacher self-efficacy for online teaching, teacher perceptions of online teaching and learning, and perceived administrative support for online teaching. The survey was administered to K-12 teachers and found to have strong reliability and validity measures. Future research will explore the relationship between teacher motivation for online teaching and student achievement, as well as inform the development of support models. [Extracted from the article]

Published
2023

10. Randolph College Researcher Discusses Research in Distance Education and e-Learning ("I Sing the Body Electric": Embodied Presence in the Community of Inquiry Framework).

Abstract

A recent report from Randolph College discusses the increasing prevalence of online teaching in K-12 education, particularly in rural and economically distressed communities. The study focuses on the experiences of women teachers who navigate between online, face-to-face, and hybrid teaching environments. Using a feminist poststructuralist perspective, the research highlights the complex relationship between teachers' bodies and their perceptions of being a good virtual teacher. The study suggests that the current Community of Inquiry framework could benefit from incorporating the concept of embodiment to better understand the physical and intellectual labor involved in virtual classrooms. For more information, the full article can be accessed through the Online Learning Consortium. [Extracted from the article]

Published
2023

11. An Automatic Grading System Based on Dynamic Corpora.

Author

Bennouar, Djamal

Subjects
LEARNING, EVALUATION, MOBILE learning, CORPORA, LINGUISTIC analysis
Abstract

Assessment is a key component of the teaching and learning process. In most Algerian Universities, assessing a student's answer to an open ended question, even if it is a short answer question, is a difficult and time-consuming activity. In order to enhance the learning process quality and the global student evaluation process and to highly reduce the assessment time and difficulties, most Algerian Universities were provided with an e-learning environment as a result of a government initiative. Unfortunately, such environment seems to be rarely used in the student's assessment process mainly due to the inefficiency of its Automatic Grading Subsystem (AGS) and the underlying corpora. A corpora used in the grading process contains a great number of miscellaneous answers, each one graded by more than two experts. Building efficient corpora for a course is actually a challenge. The underlying subjectivity in grading answers may have a serious impact in the corpus quality. The specific course context defined by a teacher and the time dependent grading strategy may make very difficult the construction of traditional course corpora. This paper presents a short answer AGS which has the capacity to dynamically build an up to date corpus related to each correct reference short answer. The automatically generated corpus is mainly based on a variety of indications specified by the teacher for each reference short answer. The early experiment of the presented AGS has shown its high efficiency for the automatic answers grading in some computer science courses. [ABSTRACT FROM AUTHOR]

Published
2017

12. Research on Distance Education and e-Learning Discussed by Researchers at Royal Roads University (Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology...).

Abstract

Keywords: Distance Education and e-Learning; Education; Online Education; Technology EN Distance Education and e-Learning Education Online Education Technology 1117 1117 1 11/06/23 20231112 NES 231112 2023 NOV 12 (NewsRx) -- By a News Reporter-Staff News Editor at TB & Outbreaks Week -- Current study results on distance education and eLearning have been published. Keywords for this news article include: Royal Roads University, Technology, Online Education, Distance Education and e-Learning. [Extracted from the article]

Published
2023

13. Studies from Brandeis University in the Area of Distance Education and e-Learning Described (Student Satisfaction and the Future of Online Learning in Higher Education: Lessons from a Natural Experiment).

Abstract

Keywords for this news article include: Brandeis University, Public Education, Distance Education and e-Learning. Keywords: Distance Education and e-Learning; Education; Public Education EN Distance Education and e-Learning Education Public Education 1157 1157 1 11/06/23 20231112 NES 231112 2023 NOV 12 (NewsRx) -- By a News Reporter-Staff News Editor at TB & Outbreaks Week -- New research on distance education and eLearning is the subject of a new report. [Extracted from the article]

Published
2023

14. Research from Open University Yields New Study Findings on Distance Education and e-Learning (The Impact of Online Exams on the Quality of Distance Learners' Exam and Exam Revision Experience: Perspectives from The Open University UK).

Abstract

Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners' experience of revising for exams or taking the exam itself. According to the news reporters, the research concluded: "However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. [Extracted from the article]

Published
2023

15. California State University Researchers Describe Findings in Distance Education and e-Learning (Rising to the Occasion: The Importance of the Pandemic for Faculty Adoption Patterns).

Abstract

For more information on this research see: Rising to the Occasion: The Importance of the Pandemic for Faculty Adoption Patterns. Keywords: Distance Education and e-Learning; Education; Epidemiology; Health and Medicine; Pandemic; Technology EN Distance Education and e-Learning Education Epidemiology Health and Medicine Pandemic Technology 317 317 1 11/06/23 20231112 NES 231112 2023 NOV 7 (NewsRx) -- By a News Reporter-Staff News Editor at TB & Outbreaks Week -- Current study results on distance education and eLearning have been published. [Extracted from the article]

Published
2023

16. Researchers at Georgia State University Target Distance Education and e-Learning (Advising Sleep Deprived Students to Take Online Classes).

Abstract

Keywords: Distance Education and e-Learning; Education EN Distance Education and e-Learning Education 1013 1013 1 11/06/23 20231106 NES 231106 2023 NOV 6 (NewsRx) -- By a News Reporter-Staff News Editor at Pain & Central Nervous System Week -- Research findings on distance education and eLearning are discussed in a new report. The news correspondents obtained a quote from the research from Georgia State University: "Sleep deficiency impairs cognitive function, diminishes academic performance, and impedes learning. [Extracted from the article]

Published
2023

17. Researchers from North Carolina State University Report on Findings in Distance Education and e-Learning (Systematic Reviews of Research on Online Learning: An Introductory Look and Review).

Abstract

Keywords: Distance Education and e-Learning; Education EN Distance Education and e-Learning Education 1143 1143 1 11/06/23 20231106 NES 231106 2023 NOV 12 (NewsRx) -- By a News Reporter-Staff News Editor at Medical Letter on the CDC & FDA -- Investigators publish new report on distance education and eLearning. Keywords for this news article include: North Carolina State University, Distance Education and e-Learning. Our news editors report that additional information may be obtained by contacting Florence Martin, North Carolina State University. [Extracted from the article]

Published
2023

18. New Study Findings from East Carolina University Illuminate Research in Distance Education and e-Learning (First-Time Chinese Online Students' Expectations of Their Instructors in Fully Online Learning Environments).

Abstract

A new report from East Carolina University discusses research findings on distance education and e-learning. The study focuses on the expectations of first-time Chinese online students in fully online learning environments. The global COVID-19 lockdowns forced universities to shift to online instruction, and Chinese college students faced challenges in adapting to this new format. The study highlights the importance of instructors in reducing students' online learning anxiety and identifies characteristics that Chinese learners highly expect from their online instructors, such as technological familiarity, subject knowledge, and respect for other students. The research aims to guide Chinese universities and others in preparing faculty members for online course instruction to enhance first-time online students' learning experiences. [Extracted from the article]

Published
2023

19. New Distance Education and e-Learning Study Findings Have Been Published by Researchers at Augusta University (Making Sense of Crisis: Instructional Designers' Experiences with Emergency Remote Teaching).

Abstract

Keywords for this news article include: Augusta University, Public Education, Distance Education and e-Learning. Keywords: Distance Education and e-Learning; Education; Public Education EN Distance Education and e-Learning Education Public Education 1032 1032 1 11/06/23 20231106 NES 231106 2023 NOV 12 (NewsRx) -- By a News Reporter-Staff News Editor at Medical Letter on the CDC & FDA -- Current study results on distance education and eLearning have been published. [Extracted from the article]

Published
2023

20. Research from University of Texas Austin in the Area of Distance Education and e-Learning Published (The Impact of Multimodal Communication on Learners' Experience in a Synchronous Online Environment: A Mixed-Methods Study).

Abstract

A study conducted by the University of Texas Austin explores the impact of multimodal communication on learners' experiences in synchronous online learning environments. The study found that different modes of communication, such as written and spoken language, significantly influenced students' communication and satisfaction with online learning. However, students expressed a lack of affective belonging in their online classes. The research provides implications for instructors and designers to effectively incorporate different modes of communication and promote social and teaching presence in online learning environments. [Extracted from the article]

Published
2023

21. Research in the Area of Distance Education and e-Learning Reported from University of Florida (Technologies, Strategies, and Supports Helpful to Faculty in the e-Mentoring of Dissertations).

Abstract

Keywords: Distance Education and e-Learning; Education; Technology EN Distance Education and e-Learning Education Technology 1115 1115 1 11/06/23 20231106 NES 231106 2023 NOV 12 (NewsRx) -- By a News Reporter-Staff News Editor at Medical Letter on the CDC & FDA -- Research findings on distance education and eLearning are discussed in a new report. Keywords for this news article include: University of Florida, Technology, Distance Education and e-Learning. [Extracted from the article]

Published
2023

22. New Distance Education and e-Learning Study Findings Has Been Reported by a Researcher at Mahidol University (Engagement in Online Learning among Thai and German Students: The Role of Classmates, Instructors, Technology and Learning...).

Abstract

Our news editors obtained a quote from the research from Mahidol University: "This study explores the role of the country context in student engagement with online learning, comparing experiences of 9 German and 11 Thai students with help of in-depth interviews. Keywords: Distance Education and e-Learning; Education; Technology EN Distance Education and e-Learning Education Technology 1031 1031 1 11/06/23 20231106 NES 231106 2023 NOV 12 (NewsRx) -- By a News Reporter-Staff News Editor at Medical Letter on the CDC & FDA -- A new study on distance education and eLearning is now available. [Extracted from the article]

Published
2023

23. <atl>IT induced business transformation in higher education: an analysis of the UniCafe´ experience and its implications

Author

Louvieris, Panos and Lockwood, Andrew

Subjects
*DISTANCE education, *INTERNET in education
Abstract

This paper is concerned with the changes in the business processes of higher education that may result from the introduction of IT enabled, either eLocalised or eDistributed, learning methods. It provides a framework based on the issues of commercial business transformation that can be linked to changes in the teaching and learning process and learner markets. Evidence from a case study of the UniCafe´ project based at the University of Surrey and other surrounding projects and initiatives is considered in the light of this matrix in order to highlight some of the key organizational challenges facing future development. [Copyright &y& Elsevier]

Published
2002
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24. Educação online e línguas estrangeiras: ferramentas digitais gratuitas para desenvolver a oralidade em francês

Author

Nobre, Ana and Cardoso, Teresa

Subjects
French, Oralidade, Foreign languages, Theory and practice of education, Educação a distância e e-learning, Showcasts, Oral skills, oralidade, educação a distância e e-learning, Ensino online, ensino online, ComputingMilieux_COMPUTERSANDEDUCATION, L7-991, Online teaching, Línguas estrangeiras, LB5-3640, línguas estrangeiras, LC8-6691, Education (General), Língua francesa, Special aspects of education, Podcasts, LA5-2396, History of education, Distance education and e-learning, showcasts
Abstract

The practice and assessment of oral skills in the teaching of foreign languages has become more important recently. Therefore, it is necessary to implement a systematic practice of oral skills in online teaching, but still ensuring a non-face-to-face teaching and time flexibility. Thus, several strategies and solutions have been used to guarantee the quality of foreign language teaching and learning in a virtual environment, and to meet the challenge that the use of the new tools for online communication poses to both teachers and students. In the courses of French at the Universidade Aberta (Open University of Portugal), podcasts and showcasts are used to practice and evaluate the speaking skills. Hence, we describe some of those strategies and solutions, in particular with regard to activities designed to train and develop the students’ oral comprehension and production. We can conclude that the use of podcasts and showcasts has allowed the systematic practice and assessment of oral skills, helping to improve both the speaking and the writing skills of all our students., Avec l’importance croissante de l’oralité dans l’enseignement des langues étrangères et l’introduction de l’évaluation des compétences orales, il fut nécessaire de mettre en œuvre une pratique systématique de l’oralité dans l’enseignement à distance ou e-learning assurant des horaires flexibles et la non présence physique de l’étudiant. Ainsi, l’utilisation de nouveaux outils de communication en ligne dans le domaine scientifique de la Langue et de la Culture, a représenté un défi pour les enseignants et les étudiants de l’Universidade Aberta (Portugal), auquel ils ont répondu avec des stratégies et des solutions qui permettent d’assurer la qualité de l’enseignement et de l’apprentissage des langues étrangères dans un environnement totalement virtuel. Dans les Unités Curriculaires de français à l’Universidade Aberta sont utilisés des outils numériques gratuits, des podcasts et showcasts, afim de pratiquer et évaluer l’oralité. Nous présentons quelques stratégies et solutions à propos d’activités formatives de compréhension et de production orale, vérifiant ainsi que l’utilisation de podcasts et showcasts permet de pratiquer systématiquement tant la langue comme l’évaluation de l’oralité, convergent vers une consolidation des compétences orales et des compétences écrites de tous nos étudiants., Com a valorização crescente da oralidade no ensino das línguas estrangeiras e a introdução de atividades de avaliação das competências orais, surge a necessidade de implementar uma prática sistemática da oralidade no ensino online garantindo a não presença e a flexibilidade de horário. Assim, a utilização das novas ferramentas de comunicação online, na área científica da Língua e Cultura, representou um desafio para os docentes e discentes da Universidade Aberta (Portugal), para o qual foram propostas estratégias e soluções que assegurassem a qualidade do ensino-aprendizagem das línguas estrangeiras num ambiente virtual. Nas unidades curriculares de Francês da Universidade Aberta são usadas ferramentas digitais gratuitas, podcasts e showcasts, para praticar e avaliar a oralidade. Apresentamos algumas dessas estratégias e soluções, no que diz respeito a atividades formativas de compreensão e produção oral, verificando-se que o uso de podcasts e de showcasts permitiu a prática sistemática e avaliação da oralidade, contribuindo para a melhoria das competências de oralidade e de escrita de todos os nossos estudantes.

Published
2015

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