This study aims to describe the impact of learning loss on students at universities in Indonesia who are often overlooked in educational discourse during the COVID-19 pandemic. Learning loss is only considered to have an impact on students at school. Whereas learning loss is a global phenomenon, which threatens all students around the world, both in schools and universities. The research method used is descriptive research method with a case study approach. Data were collected through questionnaires, interviews, document analysis, literature study, and observation. Then the data was analyzed adopting interactive analysis from Miles and Huberman. The results of the study indicate that learning loss that occurs in students affects student readiness, not only in the process of achieving competence and learning objectives at university, but also students' readiness to enter the world of work. As many as 87% of students are worried about whether they can get a job after graduating during the COVID-19 period. This concern is reinforced by the phenomenon: around 88% or 9 out of 10 companies are affected by the pandemic in Indonesia. Unemployment is open as much as 3.5 million to 8.5 million people throughout 2020, while Indonesia's economic growth in 2020 is minus 2.07 %.
{"title":"THE IMPACT OF LEARNING LOSS ON HIGHER EDUCATION STUDENTS IN INDONESIA: A CRITICAL REVIEW","authors":"Dalimawaty Kadir, Ika Sartika, Edwin Mirzachaerulsyah, Anju Nofarof Hasudungan","doi":"10.36261/ijdeel.v8i1.2648","DOIUrl":"https://doi.org/10.36261/ijdeel.v8i1.2648","url":null,"abstract":"This study aims to describe the impact of learning loss on students at universities in Indonesia who are often overlooked in educational discourse during the COVID-19 pandemic. Learning loss is only considered to have an impact on students at school. Whereas learning loss is a global phenomenon, which threatens all students around the world, both in schools and universities. The research method used is descriptive research method with a case study approach. Data were collected through questionnaires, interviews, document analysis, literature study, and observation. Then the data was analyzed adopting interactive analysis from Miles and Huberman. The results of the study indicate that learning loss that occurs in students affects student readiness, not only in the process of achieving competence and learning objectives at university, but also students' readiness to enter the world of work. As many as 87% of students are worried about whether they can get a job after graduating during the COVID-19 period. This concern is reinforced by the phenomenon: around 88% or 9 out of 10 companies are affected by the pandemic in Indonesia. Unemployment is open as much as 3.5 million to 8.5 million people throughout 2020, while Indonesia's economic growth in 2020 is minus 2.07 %.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44776849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.36261/ijdeel.v8i1.2654
Sarah Ahsan
This article explores prospects and challenges of E-learning in Pakistan at the M.Phil. level. Given the emergence of Covid-19 in the year 2020 in Pakistan brought the integration of E[1]learning/distant learning in our education system; and its practice is not an innovative idea, but its critical application has raised several concerns for the future of academia. Albeit it is the new normal and efforts are being made to make it the vital mode of learning in near future; nevertheless, it has its own shortcomings. This study identifies a few of the challenges: lack of sources, in expertise in technology, English Language, power outage, no standard guidelines from the HEC, no uniform patterns followed by the universities, deception on students’ part is also a significant contributor, etc. This research is thus divided into three segments: the literature review; literature drawn probes E-learning in the new era with its pros and cons; and how it is still a challenge in Pakistan to normalize E-learning for future reference. Second is the qualitative analysis of the responses conducted from the M.Phil. students and the faculty of Area Study Centre for Africa, North and South America, Quaid-i-Azam University, Islamabad. Finally, the recommendations gathered from the deduced results and focused group discussions. The study argues the prospects of e-learning by combining the literature with the results and a brief study of Higher Education Commission’s role in creating effective strategies for normalizing e-learning.
{"title":"E-LEARNING CHALLENGES IN PAKISTAN AT M.PHIL. LEVEL","authors":"Sarah Ahsan","doi":"10.36261/ijdeel.v8i1.2654","DOIUrl":"https://doi.org/10.36261/ijdeel.v8i1.2654","url":null,"abstract":"This article explores prospects and challenges of E-learning in Pakistan at the M.Phil. level. Given the emergence of Covid-19 in the year 2020 in Pakistan brought the integration of E[1]learning/distant learning in our education system; and its practice is not an innovative idea, but its critical application has raised several concerns for the future of academia. Albeit it is the new normal and efforts are being made to make it the vital mode of learning in near future; nevertheless, it has its own shortcomings. This study identifies a few of the challenges: lack of sources, in expertise in technology, English Language, power outage, no standard guidelines from the HEC, no uniform patterns followed by the universities, deception on students’ part is also a significant contributor, etc. This research is thus divided into three segments: the literature review; literature drawn probes E-learning in the new era with its pros and cons; and how it is still a challenge in Pakistan to normalize E-learning for future reference. Second is the qualitative analysis of the responses conducted from the M.Phil. students and the faculty of Area Study Centre for Africa, North and South America, Quaid-i-Azam University, Islamabad. Finally, the recommendations gathered from the deduced results and focused group discussions. The study argues the prospects of e-learning by combining the literature with the results and a brief study of Higher Education Commission’s role in creating effective strategies for normalizing e-learning.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48262727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.36261/ijdeel.v8i1.2653
Asia Zulfqar, Bashir Hussain, Rana Shahid Shamshad
Educational activities have been shifting to online mode due to school closures during the Covid[1]19 pandemic. Thus, the online mode of education introduces new ways of teaching and assessment. Both formative and summative assessments have been conducted online, which proved to be challenging and ineffective. Educational stakeholders are in trouble due to this transition of education. Considering this very important issue, this research is planned to investigate the challenges and possible effective practices of assessment in higher education. A qualitative research approach was adopted to collect data from university teachers through a semi-structured interview guide. Thirty teachers were involved in this study through convenient sampling techniques. All the collected data were analyzed by adopting thematic analysis techniques. The findings identified the following key challenges for teachers: (a) poor formative assessment due to less participation of students in online classes; (b) poor quality of learning management system and other applications to get connected with students; (c) students cheat during exams and submit plagiarized work. As to exploring effective practices, teachers suggested the following, (a) exams should be based on an open-book strategy but teachers and students should be prepared for this; (b) the university should invest in developing the infrastructure to teach online; (c) the university should develop a policy to handle malpractices of students. The results are also discussed with the help of available research.
{"title":"ONLINE ASSESSMENT IN HIGHER EDUCATION DURING PANDEMIC OUTBREAK: CHALLENGES AND EFFECTIVE PRACTICES","authors":"Asia Zulfqar, Bashir Hussain, Rana Shahid Shamshad","doi":"10.36261/ijdeel.v8i1.2653","DOIUrl":"https://doi.org/10.36261/ijdeel.v8i1.2653","url":null,"abstract":"Educational activities have been shifting to online mode due to school closures during the Covid[1]19 pandemic. Thus, the online mode of education introduces new ways of teaching and assessment. Both formative and summative assessments have been conducted online, which proved to be challenging and ineffective. Educational stakeholders are in trouble due to this transition of education. Considering this very important issue, this research is planned to investigate the challenges and possible effective practices of assessment in higher education. A qualitative research approach was adopted to collect data from university teachers through a semi-structured interview guide. Thirty teachers were involved in this study through convenient sampling techniques. All the collected data were analyzed by adopting thematic analysis techniques. The findings identified the following key challenges for teachers: (a) poor formative assessment due to less participation of students in online classes; (b) poor quality of learning management system and other applications to get connected with students; (c) students cheat during exams and submit plagiarized work. As to exploring effective practices, teachers suggested the following, (a) exams should be based on an open-book strategy but teachers and students should be prepared for this; (b) the university should invest in developing the infrastructure to teach online; (c) the university should develop a policy to handle malpractices of students. The results are also discussed with the help of available research.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43813343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.36261/ijdeel.v8i1.2651
Afshan Ambreen, Sadia Jabeen, Muhammad Zaheer
The COVID-19 pandemic has brought significant changes in all spheres of life globally. The pandemic has adversely affected many sectors, and education is one of them. The paradigm shift of online teaching from face-to-face or conventional setup forced educators and teachers to accept these challenges and use different means of communication to deliver education to the students. As a result, traditional teaching has shifted to online. This shift has also raised various issues, constraints and challenges for the faculty members. Thus, this study aimed to determine the constraints and challenges of online teaching faced by the teachers of public sector universities during the COVID-19 pandemic. For data collection, an online survey was conducted with university teachers and a questionnaire based on five point Likert scale was used for this purpose. Descriptive statistics, correlation, and independent sample t-test were conducted for data analysis. This study provides insight into the challenges and identifies the constraints as a reference source for the university management and teachers.
{"title":"CONSTRAINTS AND CHALLENGES OF ONLINE TEACHING DURING COVID-19","authors":"Afshan Ambreen, Sadia Jabeen, Muhammad Zaheer","doi":"10.36261/ijdeel.v8i1.2651","DOIUrl":"https://doi.org/10.36261/ijdeel.v8i1.2651","url":null,"abstract":"The COVID-19 pandemic has brought significant changes in all spheres of life globally. The pandemic has adversely affected many sectors, and education is one of them. The paradigm shift of online teaching from face-to-face or conventional setup forced educators and teachers to accept these challenges and use different means of communication to deliver education to the students. As a result, traditional teaching has shifted to online. This shift has also raised various issues, constraints and challenges for the faculty members. Thus, this study aimed to determine the constraints and challenges of online teaching faced by the teachers of public sector universities during the COVID-19 pandemic. For data collection, an online survey was conducted with university teachers and a questionnaire based on five point Likert scale was used for this purpose. Descriptive statistics, correlation, and independent sample t-test were conducted for data analysis. This study provides insight into the challenges and identifies the constraints as a reference source for the university management and teachers.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49428910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.36261/ijdeel.v8i1.2652
Neelum Yaqoob, Tahira Bibi, Malik Omer Mansoor
The embracement of the digital opportunities has become revolutionary for the sector of education where learners and educators can benefit from the infinite possibilities for knowledge sharing. The educators can utilize the digital learning platforms for enhancement of their knowledge and professional capacity building. One such digital platform is “Futurelearn” managed by “The Open University UK”. The study is aimed to examine the usefulness of digital learning platforms specifically Futurelearn for the diversified learning experiences by the educators which can be utilized during their teaching practices. The identified objectives of the study were educator’s knowledge, utilization and gained benefits about the digital learning platforms. The post graduate level educators of Open University having M.Phil with 10 years or above teaching experience were the population of the study. Semi structured interviews were conducted from the 20 sample participants and thematic content analysis techniques were used. Knowledge of digital learning platform, Utility of digital learning platforms, learning opportunities and professional capacity building and Benefits of digital learning platforms for educators were identified themes. The findings of the study revealed that the benefits of digital learning platforms include diversified knowledge, professional capacity building, interactive and better communication with trainers of diversified backgrounds and inclusive and blended learning opportunities.
{"title":"EXAMINING THE USE OF DIGITAL LEARNING PLATFORMS BY EDUCATORS FOR KNOWLEDGE ACQUISITION AND IMPROVEMENTS IN TEACHING PRACTICES: FUTURE-LEARN BY “THE OPEN UNIVERSITY”","authors":"Neelum Yaqoob, Tahira Bibi, Malik Omer Mansoor","doi":"10.36261/ijdeel.v8i1.2652","DOIUrl":"https://doi.org/10.36261/ijdeel.v8i1.2652","url":null,"abstract":"The embracement of the digital opportunities has become revolutionary for the sector of education where learners and educators can benefit from the infinite possibilities for knowledge sharing. The educators can utilize the digital learning platforms for enhancement of their knowledge and professional capacity building. One such digital platform is “Futurelearn” managed by “The Open University UK”. The study is aimed to examine the usefulness of digital learning platforms specifically Futurelearn for the diversified learning experiences by the educators which can be utilized during their teaching practices. The identified objectives of the study were educator’s knowledge, utilization and gained benefits about the digital learning platforms. The post graduate level educators of Open University having M.Phil with 10 years or above teaching experience were the population of the study. Semi structured interviews were conducted from the 20 sample participants and thematic content analysis techniques were used. Knowledge of digital learning platform, Utility of digital learning platforms, learning opportunities and professional capacity building and Benefits of digital learning platforms for educators were identified themes. The findings of the study revealed that the benefits of digital learning platforms include diversified knowledge, professional capacity building, interactive and better communication with trainers of diversified backgrounds and inclusive and blended learning opportunities.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41528852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.36261/ijdeel.v8i1.2650
Sahib Khan, Muhammad Uzair-ul-Hassan, Rozita Abdul Mutalib
The prevalence of online education with the help of advanced digital tools invites universities to foster self-regulated and peer-collaborative learning skills (SRL & PCL) among students. The main objectives of the study were; exploring the insights of teachers for fostering (SRL & PCL) in online learning, tracing difficulties for teachers to stimulate (SRL & PCL), and examining current online teaching practices of teachers that facilitate (SRL & PCL). In-depth interviews were conducted with 20 teachers of public sector universities in Punjab. The suitability & trustworthiness of the interview protocol was confirmed by seeking expert opinion. The qualitative data were analyzed with the help of N-Vivo. The Study concluded that teachers believed (SRL & PCL) skills are immensely needed to nurture SRL and PCL in students in the online teaching[1]learning process. Some challenging factors for teachers were found to be high in intensity like being un-motivated, having low self-efficacy, peer conflicts, the environment of educational institutions, lack of planning skills, support facilities, unsuitable educational equipment, and lack of orientation towards (ICT) skills. The practices of teachers to facilitate (SRL & PCL) included; the use of motivation and emotional drive, promoting the use of collaborative tools, improving self-talk & feedback, promoting reflective dialogues, and promoting peer sharing and active learning. The study also recommended the ways for teachers to nurture SRL and PCL skills in students within online mode.
{"title":"NURTURING SELF-REGULATED AND PEER COLLABORATIVE LEARNING SKILLS IN STUDENTS WITHIN ONLINE MODE: EXPLORING A TEACHERS’ PERSPECTIVE","authors":"Sahib Khan, Muhammad Uzair-ul-Hassan, Rozita Abdul Mutalib","doi":"10.36261/ijdeel.v8i1.2650","DOIUrl":"https://doi.org/10.36261/ijdeel.v8i1.2650","url":null,"abstract":"The prevalence of online education with the help of advanced digital tools invites universities to foster self-regulated and peer-collaborative learning skills (SRL & PCL) among students. The main objectives of the study were; exploring the insights of teachers for fostering (SRL & PCL) in online learning, tracing difficulties for teachers to stimulate (SRL & PCL), and examining current online teaching practices of teachers that facilitate (SRL & PCL). In-depth interviews were conducted with 20 teachers of public sector universities in Punjab. The suitability & trustworthiness of the interview protocol was confirmed by seeking expert opinion. The qualitative data were analyzed with the help of N-Vivo. The Study concluded that teachers believed (SRL & PCL) skills are immensely needed to nurture SRL and PCL in students in the online teaching[1]learning process. Some challenging factors for teachers were found to be high in intensity like being un-motivated, having low self-efficacy, peer conflicts, the environment of educational institutions, lack of planning skills, support facilities, unsuitable educational equipment, and lack of orientation towards (ICT) skills. The practices of teachers to facilitate (SRL & PCL) included; the use of motivation and emotional drive, promoting the use of collaborative tools, improving self-talk & feedback, promoting reflective dialogues, and promoting peer sharing and active learning. The study also recommended the ways for teachers to nurture SRL and PCL skills in students within online mode.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.36261/ijdeel.v8i1.2656
Sajjad Ahmad, Rahmat Ullah Bhatti, Muhammad Ismail
Aim of the study was to identify factors which are affecting assessment practices in Open and Distance Learning (ODL) system, including factors affecting assessment of assignments, components of workshop and term final examination. The study was intended to answer the questions, how feedback, student faculty proportion, motivation, learning styles and personal problems affect assessment practices during assessment of assignments? What difficulties, students of B.Ed face during presentation of Lesson Plans and compilation of Portfolios? How style of questions, environment and examiners affect assessment practices during term final examination? Population of the study was all students of B.Ed (1.5 year), (2.5 year) and 4 year students, enrolled during semester Autumn-2018, in Multan region of Allama Iqbal Open University (AIOU). Sample comprised of 131 male and 119 female students. Sample was taken by simple random sampling technique. The study was descriptive in nature, and self developed questionnaire was used to collect data from sample students Validity of the research tool was determined through expert opinion method. Coefficient of alpha reliability for validated questionnaire had a value of .76 for respondents’. Data was collected and analyzed by employing SPSS to calculate frequencies, means, standard deviation, and percentage. t-test was used to calculate gender differences. The study concluded that all factors which are affecting in Open and distance Learning (ODL) system are also affecting on assessment practices in Multan region of Allama Iqbal Open University (AIOU), The study recommends on the basis of findings that factors which affect assessment practices in Multan region may be given due consideration to minimize student difficulties. (1) Assessment of assignments by providing timely feedback on semester assignments, deploying faculty keeping in view the enrolment, motivating students and by adopting flexible teaching styles. (2) Component of Workshop, training regarding lesson plan preparation and portfolio compilation need improvement. (3) Term Final Examination, exam personnel may be deployed on merit, old technological items may be replaced with new ones and physical facilities may be improved at Multan regional campus of AIOU.
{"title":"FACTORS AFFECTING ASSESSMENT PRACTICES IN OPEN AND DISTANCE LEARNING (ODL) SYSTEM: A CASE STUDY OF ALLAMA IQBAL OPEN UNIVERSITY (AIOU)","authors":"Sajjad Ahmad, Rahmat Ullah Bhatti, Muhammad Ismail","doi":"10.36261/ijdeel.v8i1.2656","DOIUrl":"https://doi.org/10.36261/ijdeel.v8i1.2656","url":null,"abstract":"Aim of the study was to identify factors which are affecting assessment practices in Open and Distance Learning (ODL) system, including factors affecting assessment of assignments, components of workshop and term final examination. The study was intended to answer the questions, how feedback, student faculty proportion, motivation, learning styles and personal problems affect assessment practices during assessment of assignments? What difficulties, students of B.Ed face during presentation of Lesson Plans and compilation of Portfolios? How style of questions, environment and examiners affect assessment practices during term final examination? Population of the study was all students of B.Ed (1.5 year), (2.5 year) and 4 year students, enrolled during semester Autumn-2018, in Multan region of Allama Iqbal Open University (AIOU). Sample comprised of 131 male and 119 female students. Sample was taken by simple random sampling technique. The study was descriptive in nature, and self developed questionnaire was used to collect data from sample students Validity of the research tool was determined through expert opinion method. Coefficient of alpha reliability for validated questionnaire had a value of .76 for respondents’. Data was collected and analyzed by employing SPSS to calculate frequencies, means, standard deviation, and percentage. t-test was used to calculate gender differences. The study concluded that all factors which are affecting in Open and distance Learning (ODL) system are also affecting on assessment practices in Multan region of Allama Iqbal Open University (AIOU), The study recommends on the basis of findings that factors which affect assessment practices in Multan region may be given due consideration to minimize student difficulties. (1) Assessment of assignments by providing timely feedback on semester assignments, deploying faculty keeping in view the enrolment, motivating students and by adopting flexible teaching styles. (2) Component of Workshop, training regarding lesson plan preparation and portfolio compilation need improvement. (3) Term Final Examination, exam personnel may be deployed on merit, old technological items may be replaced with new ones and physical facilities may be improved at Multan regional campus of AIOU.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42067152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-03DOI: 10.55667/ijede.2022.v37.i2.1270
Liesl Scheepers, G. van den Berg
The article explored the need to provide ODL students with support that is more personalised in nature; support that speaks to the presence of a “human touch,” and specifically refers to an individual whose primary focus is on relationship building and fostering a sense of community and care amongst its online students. Although literature reveals the importance of online student support, including affective, cognitive, and systemic support, not enough is known about the value of having a role whose sole focus is personalised affective support in an online learning environment. Within a qualitative approach, the study used 12 semi-structured interviews and five focus groups with 34 participants to explore the value ODL students place on non-academic support. The findings revealed that while participants were familiar with who their Programme Success Tutor (PST) was, for various reasons, there was no shared or common understanding of the role as being intentionally affective in nature. Based on the findings, the study suggests that a PST or a similar role at an ODL institution should be closely aligned with the needs and expectations of the students for whom this role is envisaged. We further recommend using Karp’s four non-academic support mechanisms as a framework when establishing or revising such a support role.
{"title":"Targeted and Tailored: The Importance of a Personalized Approach to Open Distance Learning Support","authors":"Liesl Scheepers, G. van den Berg","doi":"10.55667/ijede.2022.v37.i2.1270","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i2.1270","url":null,"abstract":"The article explored the need to provide ODL students with support that is more personalised in nature; support that speaks to the presence of a “human touch,” and specifically refers to an individual whose primary focus is on relationship building and fostering a sense of community and care amongst its online students. Although literature reveals the importance of online student support, including affective, cognitive, and systemic support, not enough is known about the value of having a role whose sole focus is personalised affective support in an online learning environment. Within a qualitative approach, the study used 12 semi-structured interviews and five focus groups with 34 participants to explore the value ODL students place on non-academic support. The findings revealed that while participants were familiar with who their Programme Success Tutor (PST) was, for various reasons, there was no shared or common understanding of the role as being intentionally affective in nature. Based on the findings, the study suggests that a PST or a similar role at an ODL institution should be closely aligned with the needs and expectations of the students for whom this role is envisaged. We further recommend using Karp’s four non-academic support mechanisms as a framework when establishing or revising such a support role.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90905632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.55667/ijede.2022.v37.i2.1260
P. Wells, Karen Goodnough, G. Galway, Saiqa Azam
This case study examined distance education (DE) teachers using remote science inquiry instruction (RSII) to support a hands-on lab for motion on an inclined plane. The RSII lesson was developed as part of an online lesson study (Lewis & Hurd, 2011). The activities of the teachers and students, collectively the case, are reported by the phase of lesson study. During the Study and Plan phases of the lesson study, student preparation was deemed paramount. Students at disparate geographical locations needed to be ready to conduct the hands-on inquiry. The students used Vernierâ probe ware and interfaces during synchronous instruction, and teacher support via Brightspace. A Google Doc, with hyperlinked Screencastify videos, was developed during the Plan phase to train students in how to use the probe ware required to conduct the inquiry. During the Teach phase of the lesson study, the teachers used the predict–observe–explain (POE) strategy of inquiry to engage students and elicit samples of student thinking (White & Gunstone, 1992). To predict, the students drew the shape of the graph and explained the reasoning behind their prediction. To observe, the students conducted the inclined plane inquiry and took note of what happened as the motion data was simultaneously collected and graphed. To explain, the students observed the graph to engage synchronously with their data and teachers. This allowed students and teachers to begin addressing any misconceptions that occurred during the prediction stage. Keeping the students engaged, giving them an opportunity to predict the shape of the graph, and providing simultaneous data visualization of the phenomenon helped to support the conceptual change process. In this article, we examine how RSII helped students construct meaning during the inquiry process. Keywords: remote science inquiry instruction, online lesson study, hands-on inquiry, predict–observe–explain (POE), misconceptions, student engagement ______________________________________ Instruction d'enquête scientifique à distance pour le mouvement sur un plan incliné Patrick R. Wells, Karen Goodnough, Gerald Galway, and Saiqa Azam Résumé: Cette étude de cas a examiné l'enseignement à distance en utilisant l'enseignement de la recherche scientifique à distance (RSII) pour soutenir un laboratoire pratique sur le mouvement sur un plan incliné. Les actions des enseignants et des étudiants, collectivement le cas, sont rapportées ici alors qu'ils ont mis en œuvre le RSII en utilisant une leçon développée par trois enseignants pendant une étude de leçon en ligne (Lewis & Hurd, 2011). La préparation des élèves a été jugée primordiale dans les phases d'étude et de planification au cours de l'étude de cours, sachant que les élèves, géographiquement disparates, mèneraient l'enquête pratique à l'aide des sondes et interfaces Vernierâ pendant l'enseignement synchrone et le soutien de l'enseignant via Brightspace. Un document Google Doc, contenant des liens h
本案例研究考察了远程教育(DE)教师使用远程科学探究教学(RSII)来支持斜面上运动的动手实验。RSII课程是作为在线课程研究的一部分而开发的(Lewis & Hurd, 2011)。教师和学生的活动，集体的情况下，报告阶段的课程研究。在课程研究的学习和计划阶段，学生的准备被认为是最重要的。不同地理位置的学生需要准备好进行动手探究。学生在同步教学中使用游弋探针软件和接口，教师通过Brightspace进行支持。在计划阶段，开发了一个带有超链接Screencastify视频的Google Doc，以培训学生如何使用进行调查所需的探针。在课程研究的教学阶段，教师使用预测-观察-解释(POE)的探究策略来吸引学生并引出学生思考的样本(White & Gunstone, 1992)。为了预测，学生们画出了图表的形状，并解释了他们预测背后的原因。为了观察，学生们进行了斜面调查，并记录了运动数据同时收集和绘制的情况。为了解释这一点，学生们观察图表是为了与他们的数据和老师同步互动。这允许学生和老师开始解决在预测阶段出现的任何误解。让学生们参与进来，给他们一个预测图形形状的机会，并同时提供现象的数据可视化，这有助于支持概念变化的过程。在本文中，我们研究RSII如何帮助学生在探究过程中构建意义。关键词:远程科学探究教学，在线课程学习，动手探究，预测-观察-解释(POE)，误解，学生参与______________________________________教学'enquête scientifique distance pour le movement sur un - plan倾向Patrick R. Wells, Karen goodough, Gerald Galway和Saiqa Azam rsamuise:(1)在研究过程中，使用“电子邮件”和“电子邮件”，例如“电子邮件”和“电子邮件”，例如“电子邮件”和“电子邮件”。lesactions des enseignants et des samutuants, collective lecaas, sonrapraps samutuans, sonrapraps samuans, is 'ils not mismisen œuvre . RSII enisisant une samuseignans de samutuans, 2011)。通过Brightspace，将材料材料与材料材料结合起来，将材料材料与材料材料结合起来，将材料材料与材料材料结合起来，将材料材料与材料材料结合起来，将材料材料与材料材料结合起来。在Google Doc文档中，content des liens hypertextes vers des vidcassos Screencastify，一个与先前的les saml文件中使用的samatriel de sondage文件中使用的samatriel de sondage文件中使用的samatries文件中使用的samadress文件中使用的samadress文件中使用的samadress文件中使用的samadress文件中使用的samadress文件中使用的samadress文件。从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看，从实际参与者的角度来看。在这一过程中，将所有的数据都记录下来，将所有的数据都记录下来，将所有的数据都记录下来。Ensuite, les saml和menhique都是由计划决定的，在观察和观察的过程中，所有的人都是由计划决定的，所有的人都是由计划决定的，所有的人都是由计划决定的。Voir - res代表的是在允许的情况下，在参与的情况下，在参与的情况下，在参与的情况下，在开始的情况下，在参与的情况下，在开始的情况下，在参与的情况下，在开始的情况下，在参与的情况下，在开始的情况下，在参与的情况下，在开始的情况下，在参与的情况下，在进行的阶段。“接触”和“视觉化”同时是“接触”、“接触”、“接触”、“接触”、“接触”、“接触”、“接触”、“接触”、“接触”和“接触”。在过程过程和'enquête过程中讨论的交换器和交换器。mots - cless:指令d'enquête scientifique distance， 职业生涯与职业生涯，enquête pratique， 职业生涯与职业生涯(POE)，职业生涯与职业生涯(engagement des职业生涯与职业生涯)
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Pub Date : 2022-12-21DOI: 10.55667/ijede.2022.v37.i2.1233
Kate Roberts Bucca, Dominic Bucca
What are the benefits or drawbacks of a low-residency educational delivery model? How does the process of designing one's own study impact the work completed in a distance education program with this form of delivery? As researchers who found success in a low-residency undergraduate program, we engaged in a duoethnographic study to mine our experiences and better understand the advantages and disadvantages of this educational model. We engaged in four recorded conversations over the course of three weeks, with sessions ranging from 35 to 60 minutes each. Between sessions, we journaled in a shared online document, discussing our emerging understandings of the topic, responding to each other's perspectives, and pushing one another to articulate and revisit our stances. Through these oral and written dialogues, we identified six themes featured in the low-residency educational model: reduced stigma for non-traditional students, diversity of community, flexibility, self-designed study, staying connected, and clarity of boundaries. Keywords: low-residency, distance education, duoethnography, self-designed learning, non-traditional students
{"title":"Trust the Process","authors":"Kate Roberts Bucca, Dominic Bucca","doi":"10.55667/ijede.2022.v37.i2.1233","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i2.1233","url":null,"abstract":"What are the benefits or drawbacks of a low-residency educational delivery model? How does the process of designing one's own study impact the work completed in a distance education program with this form of delivery? As researchers who found success in a low-residency undergraduate program, we engaged in a duoethnographic study to mine our experiences and better understand the advantages and disadvantages of this educational model. We engaged in four recorded conversations over the course of three weeks, with sessions ranging from 35 to 60 minutes each. Between sessions, we journaled in a shared online document, discussing our emerging understandings of the topic, responding to each other's perspectives, and pushing one another to articulate and revisit our stances. Through these oral and written dialogues, we identified six themes featured in the low-residency educational model: reduced stigma for non-traditional students, diversity of community, flexibility, self-designed study, staying connected, and clarity of boundaries. \u0000Keywords: low-residency, distance education, duoethnography, self-designed learning, non-traditional students","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90760615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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