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Evaluating the Effectiveness of Distance Learning: A Comparison Using Meta‐Analysis

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Abstract

This article uses meta-analysis to summarize the quantitative literature comparing the performance of students in distance education versus traditional classes. The average effect (average r= .048, k= 39, N= 71,731) demonstrates that distance education course students slightly outperformed traditional students on exams and course grades. The average effect was heterogeneous, and the examination of several moderating features (presence or absence of simultaneous interaction, type of channel used in distance education, and course substance) failed to produce a homogeneous solution. The results demonstrate, however, no clear decline in educational effectiveness when using distance education technology.

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... The study's findings showed that employing distant learning to develop academic success and attitude toward virtual learning in an instructional technology course for first-year system general diploma industrial education students in the experimental group was beneficial. Allen et al. (2004) analyzed the effectiveness of distance learning compared to the performance of students in traditional classrooms by analyzing the reference literature that dealt with this type of education in the United States of America. The findings of the study proved that teaching in traditional classrooms is more effective than distance learning due to the presence of simultaneous interaction, the type of channel used in distance education, and the nature of the study material. ...
... Table 3 also indicates a difference in the level of teachers' beliefs about the worker (teaching methods), where the level of teachers' beliefs in direct teaching was superior to the level of their beliefs in distance teaching. This is confirmed by the study of (Fojtk, 2018;Allen et al., 2004;Mishra et al., 2020), where traditional classroom instruction is more successful than distance learning since there is contemporaneous contact, and the need to develop appropriate plans and programs to improve distance education. The most important gains of this experience are enriching minds, investing in opportunities to overcome obstacles and challenges, and making effective academic decisions in the event of adversity and risks. ...
... Table 7 shows that there is an effect of the teaching method on all factors of teaching beliefs, and the differences were in favor of the direct teaching method. This is supported by a study by Fojtk, 2018;Allen et al. (2004) which found that synchronous interaction makes traditional classroom instruction more effective than distance learning. The study by Al-Mahmadi (2018) explained the reasons for the superiority of the direct teaching method over the distance teaching method, as this is due to the difficulties some students have using certain mechanisms of the remote education system, their lack of training in it, and the lack of infrastructure. ...
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The COVID-19 pandemic with successive lockdowns has caused university education all over the world to suddenly move from face-to-face to online teaching. This study investigates the impact of the teaching method on teachers' beliefs in light of the Corona Covid-19 pandemic. To achieve the objectives of the study, the analytical descriptive approach was used. The researcher developed a questionnaire that was applied to a random sample of 352 faculty members at King Faisal University. The questionnaire was conducted electronically in two stages. In the first stage, the term "direct teaching" was used, and in the second stage it was replaced by the term "distance teaching". The factor validity of the questionnaire was built, and it resulted in three main factors according to the teachers' beliefs, which are: teaching methods, evaluation methods, course organization, and management. The results showed that there was a difference in the level of teachers' beliefs about the factor (teaching methods) according to the teaching method, as the level of teachers' beliefs for the direct teaching method was high, and the distance education method was medium. It also showed a match in the level of teachers' beliefs according to the two methods of direct teaching and distance learning for workers (evaluation methods, course organization, and management), where the level was high. The results of the (T) test showed that the teaching method affects the teachers' beliefs and that the direct teaching method is superior to distance teaching in all factors. The researcher recommends the necessity of sustainable professional development for teachers in the technological aspect through the preparation of professional courses and conferences, and the development of comprehensive plans for the transition to distance education at the time of need and necessity that are flexible and implementable.
... Modern ICT offers tremendous resources for efficient communication. It is believed that communication and interaction in the virtual learning environment can be more student-centered and less daunting and can facilitate greater engagement than classroom interactions (Allen et al., 2004;Ni, 2013) [2,17] . There is also a great deal of evidence that the efficiency and quantity of contact improves the general experience and enjoyment of student-learning (Sloan, 2002) [15] . ...
... Modern ICT offers tremendous resources for efficient communication. It is believed that communication and interaction in the virtual learning environment can be more student-centered and less daunting and can facilitate greater engagement than classroom interactions (Allen et al., 2004;Ni, 2013) [2,17] . There is also a great deal of evidence that the efficiency and quantity of contact improves the general experience and enjoyment of student-learning (Sloan, 2002) [15] . ...
... There is also a great deal of evidence that the efficiency and quantity of contact improves the general experience and enjoyment of student-learning (Sloan, 2002) [15] . However, whether the implementation of ICT is likely to affect the efficacy of schooling is still a highly controversial question (Allen et al., 2004) [2] . Therefore, some attempts should be made to make use of the opportunities for ICT communication in a simulated learning environment. ...
Research
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The current study investigates the usage of activities with online distance learning methods to increase the students' activeness. The study population is 30 high-school students that have shifted from the traditional frontal learning to distance learning. The instrument of the study is a questionnaire that contained 10 items that reflect on today's situation. The study findings showed that distance learning methods showed a significant effect on the students' overall activeness. The researchers recommend the use of distance learning should involve students, teachers and parents Otherwise, teachers and students might feel lost. Additionally, more studies on distance learning should follow up on this issue of inactiveness in distance learning lessons between multiple populations.
... Faculties in Europe, North America, and elsewhere have long investigated e-learning and innovative pedagogies and developments (e.g., Peacock & Cowan, 2017), publishing in specialised distance education journals. A meta-analysis of the literature (i.e., Allen, Mabry, Mattrey, Bourhis, Titsworth, & Burrell, 2004) confirms historic interest in effective online delivery in educational programming. Beyond this, articles have branched out across disciplines and journals (e.g., Journal of Further and Higher Education), encompassing undergraduate (Keramidas, 2012) and graduate program (Romero-Hall & Vicentini, 2017). ...
... Gradually, quality delivery of online instruction is being studied for its viability and effectiveness (Allen et al., 2004;Bernard & Abrami, 2004;de Freitas & Roberts, 2003;Dendir, 2018;Kahu, Stephens, Leach, & Zepke, 2013). Several meta-analyses of sources uncover how online and F2F classrooms measure up (i.e., Allen et al., 2002;Allen et al., 2004). ...
... Gradually, quality delivery of online instruction is being studied for its viability and effectiveness (Allen et al., 2004;Bernard & Abrami, 2004;de Freitas & Roberts, 2003;Dendir, 2018;Kahu, Stephens, Leach, & Zepke, 2013). Several meta-analyses of sources uncover how online and F2F classrooms measure up (i.e., Allen et al., 2002;Allen et al., 2004). Most university students (study participants) favor the physical classroom and in-person teacher. ...
... As early as 2004, it was observed that students enrolled in distance education were performing better as compared to the students enrolled in traditional education. Different metrics were also employed within the study to ensure that the results could be generalized which included the type of platform being used to convey education as well as the personal intellect of the individual [1]. Likewise, more recently, social media being an electronic and virtual platform was found to be of optimum use during the pandemic where student were socially and physically restricted from gaining education at their respective schools. ...
... Different electronic platforms therefore exist and can be used by a number of institutes to spread information that may also vary in terms of their effectiveness [2]. The respective studies however have been limited in terms of their scope, being restricted towards academic studies only [1]. ...
Article
As a result of the advancement in technology, distance learning has been made possible using platforms that employ virtual services of e-Platforms. This type of learning has also been named as E-learning where knowledge is exchanged between the student and the teacher using an electronic source of e-Platform. Distance learning has mostly been studied under the academic reference whereas the effectiveness of distance learning in corporate and vocational institutes lacks research. This limitation in research needs to be resolved in order to compliment the strategies adopted by vocational institutes to impart knowledge. The main goal of this study is therefore to address the quality of training being provided to individuals through E-platforms at the Technical and Vocational Training Corporation. The review adopts the approach of a literature review using electronic data bases such as EBSCO, JSTOR and Google Scholar. These databases collectively helped to provide relevant research papers that have formed the basic foundation of concepts including distance learning, E-platforms and Vocational Training in terms of theory. The review creates a significant understanding of how E-platforms enable distance learning to be effective in terms of training quality at the Technical and Vocational Training Corporation present in Saudi Arabia. It concludes that there might be disparity in the quality of education being provided to individuals based on a number of reasons including that of ambiguity and absence of effective infrastructure etc. In order to reduce this disparity, vocational institutes need to adopt a proactive strategy to overcome these challenges.
... Teaching and learning in schools are determined by the space and time in which they take place. Allen [1] has argued that successful educational communications depend basically on when and where they happen than on any other kinds of conditions. As a result, understanding and applying the S-T is an essential aspect of teaching and learning and most importantly "independent of the subject or content being taught" [2]. ...
... Moreover, it is well known that the use of the S-T in teaching varies between contexts, (i.e., cultures, regions, resources etc.). In addition, our experience and directly and indirectly the literature [1] clearly show that the spatial domain is NOT defined by the classroom, while the temporal domain is NOT defined by the timing in any lessons. ...
Article
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Aims: The objectives of the article are three-fold: first, to show that space and time are interrelated when teaching and learning is considered, creating the need to examine space and time in an integrated and inter-dimensional framework; second, to propose an integrated approach to the concept of space-time as a useful teaching and learning issue, allowing us to unmask the true time-space consideration in education; and third, to argue for the relevance of analyzing the concept of space-time (S-T) as a paramount issue in the research on teaching and learning. Study Design: Due to the ongoing societal and technological changes, the S-T is changing extremely fast and new conceptualizations are required in order to examine how such evolving space-time approaches can operate as a tool for teaching and learning. This paper provides such a conceptualization. Methodology: This article should be considered as a theoretical contribution to how the existing conceptualization of space-time in education should be redefined to address emerging teaching and learning paradigm shifts, which have an impact on its consideration and use. As a theoretical paper it does not follow the traditional approaches of research papers (i.e., provide: exact methodology, collection of data, analysis and conclusions based on the analysis). Results: It has been established: first, that in education the spatial domain is not defined by the classroom, while the temporal domain is not defined by the lessons’ timing; second, space and time are multi-dimensional, which have an impact on how space-time should be considered; and third, the S-T has evolved from a four-dimension (space: x, y, z; time: t) consideration to a multi-dimensional and later on to an inter-dimensional concept, demanding an integrated approach to teaching and learning.
... When the studies are examined (Allen et al., 2004;Bernard et al., 2004;Gossenheimer et al., 2017;Kör et al., 2013;Shachar & Neumann, 2003;Yorgancı, 2013), it is seen that distance education gives better results than face-to-face education. In this study, it was aimed to compare the grades received by undergraduate students in distance education and face-to-face education. ...
... As a result of the research, it was seen that students were more successful in terms of course grades in distance education. This result supports other studies in the literature (Allen et al., 2004;Bernard et al., 2004;Gossenheimer et al., 2017;Kör et al., 2013;Shachar & Neumann, 2003;Yorgancı, 2013). In addition, female students are more successful than male students in both face-to-face and distance education. ...
Article
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2019 yılının sonlarında ortaya çıkan COVID-19 Yeni Koronavirüs Hastalığı bütün sektörleri etkilediği gibi eğitim sektörünü de etkilemiştir. Zorunlu olarak gerçekleştirilen uzaktan eğitimin öğrenci başarısı üzerindeki etkisi literatürde yeterince araştırılmamıştır. Bu amaçla çalışmada uzaktan eğitim ile yüz yüze eğitimin öğrenci başarıları üzerindeki etkisi araştırılmıştır. Oltu Beşerî ve Sosyal Bilimler Fakültesi’nde yüz yüze eğitim verilen 2019-2020 güz dönemi ile uzaktan eğitim verilen 2020-2021 güz döneminin karşılaştırması yapılmıştır. Elde edilen bulgulara göre, öğrencilerin yüz yüze eğitime göre uzaktan eğitimde daha başarılı oldukları tespit edilmiştir. Ayrıca öğrencilere anket uygulanmış olup, uzaktan eğitim ile elde ettikleri akademik tatmin araştırması yapılmıştır. Verilerin ampirik analiz sonuçlarında, öğrencilerin uzaktan eğitimde daha başarılı olmalarına rağmen yüz yüze eğitimden daha memnun kaldıkları belirlenmiştir. Elde edilen sonuçlar neticesinde, ileride yaşanabilecek COVID-19 tarzı salgınlarda, uzaktan eğitim ile yüz yüze eğitim arasındaki fark ortaya konulmuştur. Böylece karar vericiler, bu farkı gözlemleyerek uzaktan eğitim ile yüz yüze eğitim arasındaki seçimi daha sağlıklı olarak gerçekleştirebilecektir. Çalışmanın sonuçları neticesinde eğitim sisteminde hem yüz yüze eğitim hem de uzaktan eğitimi içeren harmanlanmış eğitim modelinin yürütülmesi gerektiği önerilmektedir.
... To achieve a high quality of training, the academic staff must have experience in developing educational content for distance learning [16], skills in using technology, and applying modern pedagogical approaches to teaching and guiding students in the learning process [17][18][19][20][21][22][23][24]. In addition, educators should implement forms of communication and interaction that are student-centred and encourage their active participation in the learning process [25], provide support to students [26], and use forms of assessment consistent with individual or group distance learning approaches and stimulating critical thinking [16]. Elias [27] presents eight instructional design principles for the quality of distance learning courses -Equitable Use, Flexible Use, Simple and Intuitive, Perceptible Information, Tolerance for Error, Low Physical and Technical Effort, Community of Learners and Support, and Instructional climate. ...
... The main one is the ever-increasing demand for informed human resources to participate effectively in the global market [37]. Proponents of distance learning [25], [38][39] argue that distance learning should be as effective as face-to-face learning. HEIs can prove this by demonstrating that the quality of content, delivery, assessment, and outcomes in distance learning is equal to or better than traditional forms of education [9]. ...
... A one-sided significant difference (P < 0.05) was found in the one-sample t-test results, suggesting that the null hypothesis H0 was rejected and that the overall mean score of m-learning > 3.40 denotes a high level of agreement. Additionally, Cohen's d [35] was used to determine the size of the effect of the framework. The effect size is described by Cohen [35] as small at d = 0.2, medium at d = 0.5 and large at d = 0.8 or more (see Table 5). ...
... Additionally, Cohen's d [35] was used to determine the size of the effect of the framework. The effect size is described by Cohen [35] as small at d = 0.2, medium at d = 0.5 and large at d = 0.8 or more (see Table 5). ...
Article
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There is a dearth of research on how mobile learning might help Saudi female students in particular perform better in computer programming courses. This paper aims to measure educational experiences ofSaudi female students using an empirical study, based on aframework related to mobile learning in a computer programming subject. The empirical study sample involved 21 students who used the ViLLE software tool in their quizzes in programming class. This study includes a survey with a mixed-method approach. The study results showed that students were satisfied with their mobile learning experience. The degree of satisfaction demonstrates how mobile learning can enhance learning in a computer programming subject.
... When the studies in the literature, which were carried out similar to the study are examined, it is seen that the effect of e-learning and design studies in mathematics teaching have gained weight (Bali et al., 2022;Bringula et al., 2021;Kramarski & Gutman, 2006;Kumari, 2021;Moreno-Guerrero et al., 2020;Mutlu et al., 2019;Ozyurt et al., 2013). In these studies, it has been reported that e-learning developed students improve their problem-solving and strategies (Sacristan, 2017;Kramarski & Gutman, 2006), improve their math manipulatives production (Sulistyaningsih et al., 2019), increase their participation in the lesson, deep learning, attention to the lesson, success, attitude, motivation, creativity, communication, performance, self-efficacy, and self-control (Allen et al., 2004;Bernard at al., 2014;Borba, 2012;Hung et al., 2014;Lin et al., 2017;Mulqueeny et al., 2015;Uzunboylu et al., 2020;Uzel & Ozdemir, 2012;Yaniawati et al., 2020). On the other hand, there are study findings that students are inadequate in terms of ICTs skills, test anxiety and software limitations of mathematical symbols (Bringula et al., 2021;Irfan et al., 2020;Umoh & Akpan, 2014). ...
... Today, e-learning tools offer many alternatives for teaching systems, such as distance, mixed, synchronous, or asynchronous online education models, increasing their impact and prevalence with each passing minute (Allen et al., 2004;Bernard et al., 2014;Wang, 2014). One of the goal of e-learning is to ensure that education and training programs are of higher quality, to serve more people, to increase accessibility to education, and to offer education opportunities independent of place and time (Gurcan & Ozyurt, 2020). ...
Article
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This study aims to create a comprehensive bibliometric map of published scientific articles on e-learning in mathematics education (ME). We used Web of Science (WoS) database to analyzed 341 articles published by 1018 authors representing 79 countries between 2012 and 2022. In this context, we examined scientific articles in terms of scientific production, network analysis, trend topics, thematic change, and conceptual structure. Bibliometric analysis was performed in the study. According to findings, the number of published articles differ according to the years, but the number of citations is constantly increasing. Albano, and Dello Iacono are the most prolific authors. The most productive institutions are Salerno and Black Sea Technical Universities. China, USA, and Russia lead the countries of the corresponding authors. According to the network analysis, the journals of Computers & Education and Computers in Human Behavior form strong links. The most used keywords are students, technology, and mathematics. The pandemic, covid, reality, and process are trend topic titles. It determined that the best size reduction obtained in the conceptual analysis constituted approximately 31% of the total variability. We presented some suggestions based on the findings obtained at the end of the research.
... Literature Review Measures such as (1) student evaluations and satisfaction (Horsch et al., 2000;Hsu & Hsieh, 2011;Smyth et al., 2012), (2) student performance and achievement, (Allen et al., 2004;Baumlin et al., 2000;Bell et al., 2000;Block et al., 2008;Boyle et al., 2003;Curran et al., 2000;Engel et al., 1997;Francis et al., 2000;Harris et al., 2001;Kronz et al., 2000;Lipman et al., 2001;Melton et al., 2009;Perryer et al., 2002;Rivera & Rice, 2002;Rose et al., 2000;Sakowski et al., 2001;Woo & Kimmick, 2000), the Sloan-C Pillars (Laumakis et al., 2009), and even the confidence of students (Pereira et al., 2007) have all seen use in situating instructional models (face-to-face, blended, and online) according to modality. ...
... Prior work assessing blended learning applications has spanned several countries and disciplines. Like many of these works (Allen et al., 2004;Baumlin et al., 2000;Bell et al., 2000;Block et al., 2008;Boyle et al., 2003;Curran et al., 2000; ...
... These found results are supported by several previous studies. Indeed, the supporters of distance learning (Allen et al., 2004;Shachar & Neumann, 2003;Chivu, et al., 2018) [49][50][51] claim that learning can be effective in the same way or even more effective than individual trainings. They claim that a teacher is unlikely to influence learning outcomes sufficiently, although the content of training materials, training methods, communication and student support are very important for students and can have an impact on its effectiveness. ...
... These found results are supported by several previous studies. Indeed, the supporters of distance learning (Allen et al., 2004;Shachar & Neumann, 2003;Chivu, et al., 2018) [49][50][51] claim that learning can be effective in the same way or even more effective than individual trainings. They claim that a teacher is unlikely to influence learning outcomes sufficiently, although the content of training materials, training methods, communication and student support are very important for students and can have an impact on its effectiveness. ...
Article
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The aim of this study is to assess the satisfaction of physical education and sports' trainee teachers of an open distance training on small private online course's model which aims to develop professional skills for 70 future teachers through a questionnaire administered at the end of training to our two groups : hybrid and distanced. We used descriptive and inferential t-test statistics for equality of means and z-test of Comparisons of column proportions to examine the effect of the following independent variables: participants' motivational factors, difficulties encountered benefits and prospects of these ODL-SPOCs on groups' type formed at a threshold of p < 0.05. Results reveal a great motivation of trainee teachers to follow this training, as 70% of participants did not find any technical difficulty relating to MOODLE platform's use. Likewise, the objective of these ODL-SPOCs has been reached with 100% of trainees having an average score above 13/20 and more than 80% of participants confirmed their pre-availability to relive this distance training experience and institutionalize it in training centers for future teachers in Morocco. The positive and encouraging results of our study serve as an important reference for university managers and teacher-trainers on the integration of ODL-SPOCs into professional training's curriculum of future teachers.
... Higher education's fastest-growing component is currently online learning. Online distance learning proponents argue that it can be just as effective as, if not more effective than, face-to-face learning (Allen et al., 2004;Shachar and Neumann, 2003). According to research, the medium used to transmit instructional information has little impact on learning outcomes; nonetheless, content, teaching methods, communication, and learner support are all important factors in student satisfaction. ...
... On the other hand, modern ICT is believed to have a lot of promise for effective communication. Communication and engagement in a virtual learning environment, it is argued, may be more studentcentered, less scary, and inspire more involvement than classroom interactions (Allen et al., 2004). ...
Article
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COVID-19 have an unusual breakout around the end of 2019. Due to lock down situations the online education has become the popular alternative to conventional face to face teaching, yet it comes with some issues and challenges faced by online teachers. The purpose of this study is to investigate the challenges faced by the male and female conventional teachers shifted to online teaching due to this Pandemic. This paper focused on challenges such as pedagogical, technological, time management, online group assessments and lack of interaction. The study conducted using questionnaire survey. A sample of 70 teachers from different university of Lahore, Pakistan was selected. A five point scale questionnaire was developed to collect the data. Frequencies and percentage were used to analyze the overall perception of online teachers about the issues they faced. Independent samples t-test was applied to assess the difference in the perception and experiences of male and female teachers while teaching in an online setting. The correlation analysis was also applied to assess the association among the above-mentioned factors. It was observed that the teachers are mostly facing the pedagogical issues including unfamiliar courses, less visible connection with the students, multitasking and improvements in course contents, time management due to heavy workloads. Only a few teachers are facing technological issues. Most of the teachers found satisfied with the process of assessing the students in online learning. No gender differences were found regarding the issues except that female instructors face more technology-related issues than male. This research provide a baseline to investigate challenges faced by teachers in online space. To address the challenges like Pedagogical, technological, time management, online group assessments and lack of interaction, higher education institutions need to provide training, support and opportunities for the continuous professional development of teachers.
... In other words, distance learning does not exhibit superior efficacy compared to conventional learning in enhancing student learning achievement. The present discovery contradicts the outcomes of prior studies conducted by [20], [36], [37], which concluded that distant learning is superior to traditional learning in enhancing academic performance. Nevertheless, the considerable diversity observed in the impact size data within this study provides more support for the utilization of the random effect model. ...
Article
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Distance learning has been an option during the last few years due to the coronavirus disease 2019 (COVID-19) pandemic. The aim of this research is to identify the effectiveness of distance learning compared to conventional learning in terms of student learning achievement. This research is meta-analysis of random group contrast design (experiment-control) models. The data selection process refers to the inclusion criteria of year, theme, data type and data completeness. Based on these criteria, 10 articles were selected. The analysis process begins with testing the homogeneity assumption using three methods, namely 2 , 2 , and Q which shows heterogeneous data so that random model selection is appropriate, testing freedom of publication bias with Egger's test and funnel plot which shows that the data collected is free from publication bias, identifying the effect size and standard error, as well as conducting moderator variable analysis which considers domain, continent, subject, education level and year variables. The results of this study show that although distance learning has a positive influence on student learning achievement, the difference is not significant when compared with conventional learning. In addition, these results can be moderated by achievement domain variables, type of subject, level of education, and year.
... A good match between a student's job and the study program, on the other hand, is a predictor of later student success [19]. However, these differences in study success and retention between distance and face-to-face students appear to diminish as distance students continue their studies [15,20,21]. ...
Article
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The number of students enrolling in distance learning programmes is rising worldwide, making distance education (DE) a significant part of higher education (HE). Transitioning into a study programme involves numerous challenges, especially for distance learners who face higher dropout rates and compromised academic performance compared to traditional on-campus students. However, when students master these challenges, study success becomes more likely. Nevertheless , knowledge about transitioning into DE remains limited. This scoping review aims to compile existing knowledge and enhance understanding of the critical initial phase of DE by answering the research question: "What is known about the transition into DE in HE?". Following the meth-odological steps outlined in the PRISMA-ScR checklist, we identified 60 sources from five databases, meeting inclusion criteria through a multi-stage screening process. These articles were analysed using qualitative content analysis. We developed a category system with 12 main categories: 1. Process of transition into DE; 2. Reasons for choosing DE; 3. Characteristics of distance learners; 4. Academic success and failure; 5. General assessment of DE; 6. Differences between face-to-face and DE; 7. Advantages of DE; 8. Challenges of DE; 9. Critical life events; 10. Coping strategies; 11. Add-on initiatives ; and 12. Recommendations for DE. The results underline the complexity of the transition into DE, which has unique patterns for each student. The article concludes with practical implications and recommendations for supporting the transition into DE.
... When comparing the two online methods, the synchronous method showed a trend toward higher scores than the asynchronous method but did not reach statistical significance. These findings align with a previous meta-analysis that also found no significant difference in students' performance scores when comparing synchronous and asynchronous education methods [23]. Similar conclusions were drawn in a study by Nieuwoudt JE at Southern Cross University in Australia, which found no statistically significant difference in final grades between attending synchronous virtual classes and watching recorded classes [19]. ...
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Background The abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load. Methods A total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture videos shared on YouTube). The students had the freedom to choose their preferred method of attending the online lecture. The study assessed three main aspects: (1) learning outcomes measured through pretest, posttest, and retention test scores; (2) cognitive load experienced by students, including mental load and mental effort measured using eight items; and (3) satisfaction levels with each online teaching format. Results In this study, 70 students opted for the synchronous online lecture, while 100 students chose the asynchronous online lecture. Both synchronous and asynchronous teaching methods exhibited significant improvements in post and retention test scores compared to the pretest. Satisfaction levels, rated on a scale of 0–5, were generally high for both teaching methods, with no significant differences observed (4.6 for synchronous, 4.53 for asynchronous; p =.350). Regarding cognitive load, the synchronous method showed a significantly lower level than the asynchronous method (p =.0001). Subgroup analysis revealed no difference in mental effort (p =.0662), but the level of mental load was lower in the synchronous method (p =.0005). Conclusions Both synchronous and asynchronous online teaching methods demonstrated improvements in learning outcomes and high levels of student satisfaction. However, the cognitive load experienced by students was lower in the synchronous setting compared to the asynchronous setting. These findings remind health professions educators that they would consider the students’ cognitive load when designing online curricula.
... E-learning, defined as "use of electronic technology and media to deliver, support, and enhance teaching and learning" (5), has many advantages like flexibility (7)(8)(9), convenience (10), accessibility in terms of time and place (7,8,11), cost-effectiveness (7,12), and even academic progress (13,14). As a new learning environment, however, e-learning requires news ways of designing, delivering, and assessing learning which does pose serious problems (6). ...
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Introduction Although e-learning has been incorporated in higher education system, students may undergo negative emotions like anxiety using this new mode of learning which ultimately interfere with their learning performance. Hence, the current study aimed to examine the role of computer anxiety in students' online learning. Methods This is a cross-sectional correlational study, in which a convenient sample of 330 students of Shiraz University of Medical Sciences participated. To collect the data, we used two pre-validated questionnaires. Face, content, and construct validity were used to check the validity of the questionnaires. Cronbach's alpha and composite reliability were also used to check the reliability. Data were analyzed using SPSS 16 and AMOS 6. Results Confirmatory factor analysis results yielded the underlying factorial structure of the scales. In addition, correlation coefficient results indicated that there was a significantly negative relationship between students’ computer anxiety and their online learning (r=-0.59, p<0.001). Conclusion The results of the present study revealed that a considerable number of students experienced some level of computer anxiety, highlighting that highly anxious students face negative consequences such as inadequate online learning.
... When we consider empirical research on academic success in distance learning, it clearly presents mixed results: On one hand, some studies show that distance learners do not underperform, for example, in terms of grades, compared to students in traditional learning settings [11,12]. On the other hand, there is evidence suggesting that distance learners are more likely to fail, or dropout compared to face-to-face students [13,14]. ...
Article
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The number of students choosing to complete their studies online rather than in-person is on the rise. The transition to university is crucial for subsequent success, regardless of whether the learning is done face-to-face or remotely. If students can effectively handle the critical requirements associated with the transition to distance learning, their likelihood of success increases. However, thus far, little information is available on this topic. To gather existing sources, we will conduct a scoping review according to the guidelines of the research organization JBI. The review aims to systematically record, evaluate, and subsequently present the existing body of literature regarding the subject "transition into distance education". By answering the research question, "What is known about transition into distance education in higher education?" we hope to shed light on individual experiences, challenges, adaptation strategies, life situations, etc. of distance learners in a higher education context. The review will identify and categorize relevant concepts and terminologies in the research field, as well as outline the content-related boundaries. The findings derived from the scoping review will provide conceptual clarification, summarize the given theoretical and empirical knowledge in the field and offer practical implications for designing the initial phase in distance education. This article presents the a-priori study protocol that provides a detailed outline of the planned methodology for conducting the Scoping Review.
... Des Weiteren wird von mehreren Autor*innen betont, dass nicht-webbasierte, rein computergestützte Anwendungen (z.B. Lernprogramme) nicht der Onlinelehre zugeordnet werden sollten, diese aber häufig flankieren und eine strikte Trennung kaum noch möglich ist (Allen et al., 2004;Means et al., 2009). ...
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Aktuelle Überlegungen zur Gestaltung effektiver Hochschulehre drehen sich vermehrt auch um die Wahl eines geeigneten Lehrformats, d.h. wie und in welchem Ausmaß soll Lehre (weiterhin auch) im Digitalen stattfinden. Der vorliegende Beitrag basiert auf einem systematischen Literaturreview von N = 44 Metaanalysen (Publikationszeitraum 2011–2022) zur lernbezogenen Effektivität der Lehrformate Onlinelehre und Blended Learning (inklusive Flipped Classroom) im Vergleich mit traditioneller Präsenzlehre. Die Ergebnisse liefern eine evidenzbasierte Grundlage für Empfehlungen zum Einsatz der Formate in der Hochschullehre. Es zeigen sich überwiegend kleine positive Effekte der Lehrformate auf kognitive Lernergebnisse, praktische Fertigkeiten und Studierendeneinschätzungen. Seltener werden mittlere Effekte berichtet, wobei sich Blended-Learning-Formate gegenüber reinen Online- und Präsenzformaten leicht im Vorteil zeigen. Die Höhe der Effektstärken ist zudem von den Einschlusskriterien der Metaanalysen abhängig. Moderatorenanalysen zeigen an, dass insbesondere über durch Lehrende veränderbare Gestaltungsmerkmale zusätzliche Varianz aufgeklärt wird.
... 7 In some metaanalyses, somewhat better effects of distance education in comparison with traditional classroom education were determined, but it was pointed out that careful interpretation of the average effect was necessary due to various formats of distance learning. 8,9 It was established that low-confidence students felt better during online education and that they experienced greater freedom and less pressure in that kind of environment, while the impression of anonymity encouraged them to be more active, ask questions and complete the assignments. 10 However, students did not always assess positively reduced participation of teachers in online courses due to the impression that they had to "teach themselves". ...
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The aim of this paper was to examine the effects of the application of online material on the Br?nsted-Lowry theory of acids and bases on the active construction of knowledge in first-grade grammar school students during the COVID-19 pandemic. The online material was designed to enable students: (a) to learn the teaching material in smaller parts; (b) to assess the acquired knowledge after each part of the teaching material; (c) to progress through the lesson at their own pace; (d) to visualise and interrelate the macroscopic, submicroscopic and symbolic representations of the contents about acids and bases by using a video recording and illustrations; (e) to re-examine the accuracy of the given answers. The research sample consisted of 122 first-grade grammar school students, who learnt about the Br?nsted-Lowry theory for the first time. The instruments used in this research study were two tests (a pre-test and a post-test), the validity of which was examined by two university professors and two grammar school chemistry teachers. The applied approach enabled the active construction of knowledge in the majority of students, while it provided the teachers with an insight into the progress and outcomes of the process.
... The evidence on the effectiveness of remote learning in the past appears mixed at best. In the United States, studies find everything from unambiguously positive (US DoE 2010 and Allen et al. 2004) to negative and null effects (Bernard et al. 2004). Kearney and Levine (2015) find evidence to suggest that exposure to Sesame Street when it was first introduced improved school readiness, particularly for boys and children living in economically disadvantaged areas but that the impact on ultimate educational attainment and labor market outcomes was inconclusive. ...
... Modern ICTs provide tremendous opportunities for effective communication as communication and interaction in a virtual learning environment can be more student-centered and more encouraging for greater participation during interaction and communication via virtual classrooms [14]. The quality and quantity of communication improve students' general perception and enhance their satisfaction with these variety of learning mediums [15]. ...
... Around the globe, colleges and universities were forced to close their physical campuses and offer remote instruction to their students. Although remote/online instruction can be as effective as in-person learning (Allen et al., 2004), there are questions surrounding student engagement and motivation (Chiu, 2021;Siemens et al., 2013). In addition, scholars have observed that instructors with limited online teaching experience are less likely to deliver an effective online learning environment, which further compromises student motivation and engagement (Abid et al., 2021;Bao, 2020). ...
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Student engagement is a key factor in promoting learning and academic achievement. This study explores the factors underlying student engagement and the best practices advocated by students and faculty to engage students. Results revealed that student motivation to learn and self-efficacy are positively associated with student engagement. In addition, self-efficacy partially mediated the relationship between motivation to learn and student engagement. Finally, both faculty and students suggested diverse and inclusive techniques to engage students. Online education may become our new reality, and adjustment to this new world requires shifting to a new pedagogical paradigm.
... A review of existing literature reveals limited research that has empirically investigated the interaction between students and synchronous learning environments, (e.g., Allen et al., 2004;Bernard et al.,2009). Similarly, little literature exists to date about the perceived quality of liberal arts instruction from students who have taken synchronous online classes (Bernard, 2019;Einfeld, 2016;McGinn, 2019). ...
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COVID-19 imposed dramatic changes on educational practices worldwide with American institutions of higher learning moving a significant number of their courses and educational programs to electronic online modes. In the post-pandemic world, the same institutions and educational programs recognize the need to incorporate technological components into their courses. Yet, some disciplines and areas of study may be better equipped for this change than others. The liberal arts are believed to be more reliant on face-to-face interaction and thus can be argued to have been more negatively affected by the required move to synchronous online learning during the pandemic Instructors have the option of teaching online courses either synchronously or asynchronously. As synchronous online learning requires course delivery in real-time via online video conferencing, the hope is that some of the drawbacks associated with teaching liberal arts online can be mitigated with technology-based, face-to-face interaction. In the spirit of exploring the relationship between liberal arts education and synchronous online learning, this research aimed at gauging Jacksonville liberal arts students’ levels of satisfaction with the quality of instruction in synchronously delivered courses during the spring semester of 2021. Informed by the Community of Inquiry theory, of special interest were aspects of synchronous online learning like interaction with the virtual platform (video conferencing), interaction with content, interaction with instructor, and interaction with peers. Three local institutions participated in this study, yielding a sample of 141 students who participated in an anonymous Qualtrics survey pertaining to their learning experiences in the synchronous mode. Using a mixed-methods approach, results show positive perceptions, challenges, and recommendations for synchronous online learning.
... The present study is interested in examining the behavioral aspect of school reopening. Previous research has found that students' attitudes toward online learning and its effectiveness compared to traditional face-to-face learning still vary from research to research [9][10][11]. This can create unique challenges since the current transition from two-year online learning to traditional face-to-face learning is indeed a unique situation. ...
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All educational institutions are currently reopening because the global community is more prepared and has the resources needed to control the spread of Covid-19. However, after years of online dominated learning, reopening schools and universities is not a simple task. Authorities need to understand the risks and benefits of school reopening across education, public health, and socio-economic factors. Educators also have the responsibility of making the transition from online to face-to-face learning easy and effective for students. Understanding how the public, especially students, perceives the current school reopening practice could direct the current policies and approaches in the right direction. The present study shows that the public has a positive sentiment during the current school reopening. This result can reassure policymakers and educators since preparedness, mental wellbeing, and emotions are essential in learning.
... These concerns led to calls for immediate corrective actions intended to equate learning in the new medium to that of the traditional one, under the assumption that such concerns had validity, as well as to systematic assessments of students' learning in the online medium, under the assumption that concerns had to be investigated to guide corrective actions. Although a considerable amount of evidence existed regarding online learning before the pandemic (Allen et al., 2004;Bernard et al., 2004;Means et al., 2013), "emergency remote teaching" was coined to signify that online learning during the pandemic had unique features, further questioning its effectiveness (Alvarez, 2020). The research described below emerged from the realization that the findings of the extant literature on differences in students' academic performance between face-to-face and online teaching were at best mixed (El Said, 2021;Elzainy et al., 2020;Engelhardt et al., 2021;Foo et al., 2021;Iglesias-Pradas et al., 2021;Pilotti, Nazeeruddin, et al., 2022;Stevens et al., 2021). ...
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Background Valuable safeguards against fast‐spreading conjectures about learning in times of fear and uncertainty are evidence‐based approaches to the assessment of the impact of sudden and unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society. Objectives The present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face‐to‐face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face‐to‐face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners. Methods Students' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face‐to‐face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted. Results and Conclusions In both formative and summative assessments, male students performed better online than face‐to‐face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face‐to‐face instructional medium, particularly for male students. Takeaways An evidence‐based approach to learning dismantled emotion‐driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction.
... For informative learning to obtain factual knowledge, high-quality online platforms can replace traditional in-person lectures. 160 As educational processes change to include formative and transformative learning, the need for team-based and immersive in-person teaching formats increases. Rather than being separated based on their circumstances, all students benefit from the optimal blend of pedagogical approaches. ...
Article
The education of health professionals substantially changed before, during, and after the COVID-19 pandemic. A 2010 Lancet Commission examined the 100-year history of health-professional education, beginning with the 1910 Flexner report. Since the publication of the Lancet Commission, several transformative developments have happened, including in competency-based education, interprofessional education, and the large-scale application of information technology to education. Although the COVID-19 pandemic did not initiate these developments, it increased their implementation, and they are likely to have a long-term effect on health-professional education. They converge with other societal changes, such as globalisation of health care and increasing concerns of health disparities across the world, that were exacerbated by the pandemic. In this Health Policy, we list institutional and instructional reforms to assess what has happened to health-professional education since the publication of the Lancet Commission and how the COVID-19 pandemic altered the education process.
... In this second order meta-analysis, Martin et al (2022) identified 15 meta-analysis studies that examined cognitive outcomes (Allen et al., 2004;Jahng et al., 2007;Means et al., 2013), seven meta-analysis that examined affective outcomes and four studies with behavioral outcomes (Bernard et al., 2004;Rohwer et al., 2017;Zhao et al., 2005). In this paper, we provided examples of the studies that examined the higher education environment. ...
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Online teaching and learning are rapidly increasing across all the educational segments and, specifically, in higher education. Doo et al. (2020) noted that higher education is experiencing three interconnected trends according to Brown et al. (2020) including: (a) increased student diversity, (b) alternative pathways to education, and (c) the sustainable growth of online education. With the COVID-19 pandemic impact and transition to new pathways in online teaching and learning, e.g., HyFlex courses or universal design introduction, higher education online courses need more resources, opportunities, tools, and overall new online infrastructure because of current learners' preferences for flexible and self-directed online learning. This literature review is focused on the findings of the current studies in relation to existing trends and challenges in online teaching and learning. These findings will help researchers and practitioners understand what current online teaching and learning need to get effective and meaningful support to move forward.
... Interestingly, Neuhauser (2002) reported a slightly higher group average in these grades for online compared to face-to-face students. These results are further supported by the metaanalytic findings of Allen et al. (2004) who compared online and face-to-face groups and found online students outperformed traditional students. The evidence from these studies is clear: online provision of education is an effective method of achieving learning outcomes in tertiary education. ...
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Online higher education is experiencing growth in enrolment and development which creates a need to continually evaluate the efficacy of online course delivery. Prior research reported that performance in online education is equivalent to traditional face-to-face delivery; however, minimal research exists to identify which elements of course design predict academic success. We aimed to identify which specific course components are predictors of (a) final course grade, (b) continuous assessment grade, and (c) major assessment grade in an online, undergraduate psychology course using data collated by the Learning Management System. We also addressed gaps in existing knowledge by exploring group differences within scores on significant predictors of course outcomes to determine whether these varied according to student characteristics. We found the number of times students visited the course site, viewed activities, and posted in activities significantly predicted students’ final course grade, continuous assessment grades, and major assessment grades. The total variance explained by the regression models, was however, relatively low and therefore there may be additional factors not considered in the present study that may predict grades. We also found non-traditional, female, domestic students, enrolled part-time and in an online degree accessed the course site, viewed activities, and posted in activities significantly more frequently than their counterparts. Universities offering online courses should provide students with regular activities and opportunities to participate in course content to promote online learning and academic success.
... The effectiveness of online learning can vary depending on the field. For example, online learning is especially beneficial when it affords opportunities that would not be possible in a face-to-face classroom environment, such as allowing foreign language students to interact with native speakers (Allen et al. 2004). Active student engagement (Prince et al. 2020;Meade and Parthasarathy 2020) and increased access to online course materials (DeNeui and Dodge 2006) also contribute to better performance by students. ...
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The goal of this work is to compare the outcome of a design for additive manufacturing (DfAM) heuristics lesson conducted in a virtual learning environment to the same in an in-person learning environment. Prior work revealed that receiving DfAM heuristics at different points in the design process impacts the quality and novelty of designs produced afterward, but this work may have been limited by the solely virtual format. In this work, an identical experiment was performed in a face-to-face learning environment. Results indicate that neither learning format presents an advantage over the other when it comes to the quality of designs produced during the intervention. Participants across all experimental groups reported an increase in self-efficacy after the intervention, with improved performance on quiz-type questions. However, the novelty and variety of the designs produced by the in-person experimental groups were significantly lower than that of the virtual experimental groups. In addition to validating the effectiveness of virtual instruction as a teaching method, these results also support the authors’ hypothesis that the priming effect is stronger in an in-person classroom than in a virtual classroom.
... Proponents of distance education (e.g., Allen et al., 2004;Shachar & Neumann, 2003) claimed that it is as effective as traditional classroom sessions since students are independently training themselves. Furthermore, they asserted that the influence of the teachers in the educative process is insignificant, and therefore, they do not impact learning outcomes. ...
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The worldwide lockdown caused by the COVID-19 pandemic hasdevastated various institutions, leaving them in catastrophic conditions. Massive disruptions in several facets of society led to significant transitions and adjustments. The teaching field is one of the crucial areas that has been put to the test since a shift from traditional teaching to the utilization of the modules must take place as an immediate response to the pandemic. Hence, this descriptive qualitative study aimed to determine the challenges of the Filipino Special Education teachers in the employment of a modular approach in teaching and how they dealt with the difficulties. The participants of the study involved 1 male teacher and 9 female teachers from a secondary public school who were specifically chosen to meet the inclusion criteria. Under this approach, responses were gleaned from in-depth interviews. The transcription, translation, and analysis of the responses were done through thematic analysis. Findings on the generated themes indicated that teachers find it extremely challenging when reaching out to students, the quality of learning, difficulties in the sorting ofmodules, conflict schedule of the working parents, challenges in the distribution and retrieval of the modules, students with unfinished and unanswered modules,the lack of motivation shown by the students, and the poor support given by the parents. Nonetheless, these challenges were resolved with the strategies of doing home visitation, giving extra effort and patience, additional worksheets, and activities, modifying the SLMs, extending the submission deadline, prioritizing the monitoring plan, communicating with parents, and practicing time management.
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The history of India is examined in this essay, from its prehistoric civilizations to colonial domination to the birth of contemporary India after independence. It clarifies the various social systems in Indian society, including those influenced by caste, religion, language, gender, and class, which add to the complexity of interstate ties. and friendly. The goal of this study is to examine the elements that influence how the Indian state and society interact. The research employed an interdisciplinary strategy that included primary and secondary sources, qualitative and quantitative techniques, and comparative analysis. In addition to contributing to the discussion on the social dynamics of the country, efficient governance, social inclusion, and sustainable development, it strives to give a thorough grasp of the Indian nation and society. In addition, the historical overview, Indian state structure, dynamics of Indian society, state-society relations, challenges, and opportunities are highlighted as key areas of research in the document. The study's key conclusions and recommendations are then provided, highlighting the significance of bolstering democratic Page|262 institutions, decreasing economic and social inequality, managing communities, and fostering sustainable development. The study contends that India may map a route to a more inclusive, egalitarian, and sustainable future by concentrating on these areas.
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In an effort to enhance the functioning of the much maligned meeting, a variety of technological solutions have been introduced. These meeting technologies represent part of a rapidly growing industry focused on improving the millions of meetings held daily across the globe (→ Technology and Communication). Indeed, the increased use of collaborative teams (→ Group Communication), the growing number of virtual workers (→ Telework), the rising “costs” of travel, pushes toward globalization (→ Globalization of Organizations), and the declining expense associated with these tools have all created an environment ripe for the use of meeting technologies in workplaces, educational settings, and other contexts.
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Educational communication is an umbrella term that encompasses all speaking, listening, and relational constructs and concepts that relate to learning. In the past, researchers have been interested in characteristics of teachers that enhance or hinder learning; student characteristics that increase or inhibit learning; teaching strategies that augment learning; how best to give criticism of student writing and speeches; how best to evaluate student work; how public speaking is best taught; and what should be taught in speech communication and media curricula (Staton‐Spicer & Wulff 1984). More recent work has expanded to the effects of media on children, child development processes, and the use of pedagogical methods and newer technologies to facilitate classroom or distance education (Waldeck et al. 2001). This entry includes discussion of some of the major and fairly consistent lines of research and findings that have emerged over the years.
Chapter
Educational communication is an umbrella term that encompasses all speaking, listening, and relational constructs and concepts that relate to learning. In the past, researchers have been interested in characteristics of teachers that enhance or hinder learning; student characteristics that increase or inhibit learning; teaching strategies that augment learning; how best to give criticism of student writing and speeches; how best to evaluate student work; how public speaking is best taught; and what should be taught in speech communication and media curricula (Staton‐Spicer & Wulff 1984). More recent work has expanded to the effects of media on children, child development processes, and the use of pedagogical methods and newer technologies to facilitate classroom or distance education (Waldeck et al. 2001). This essay includes discussion of some of the major and fairly consistent lines of research and findings that have emerged over the years.
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The COVID-19 crisis is changing our lifestyle and the way we teach at any educational level. Online delivery has become predominant. Educators have started to use new tools and methods to engage students who have had to change their learning approach. An international survey with responses from 503 university teachers, primarily based in Europe, North America, and South America, documents how the teaching strategies have been modified due to this pandemic event. As the main findings reveal, online teaching has the advantage of giving more flexibility and new educational tools. The disadvantages include the perception that teachers and students are increasing their workload and reducing their interactions. The evidence provided by the survey has important practical implications. New technological tools and the flexibility of online teaching will significantly impact future courses and module design in university management.KeywordsOnline teachingUniversity teachersSurveyCOVID-19
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This study focused on how the eight intermediate students from Pulong Sampaloc Elementary School in Doña Remedios Trinidad, Bulacan, perceived their experiences using the online learning mode in terms of technological, pedagogical, and social challenges. The qualitative phenomenological research design was used in this study to understand and describe the universal essence of a phenomenon, herein the lived experiences related to the challenges they met in the new modality of instruction. The findings were taken from their responses to guided interview questions personally conducted and administered by the researcher. Observations and recordings of their experiences and challenges were taken, analyzed, and presented. The intermediate students of Pulong Sampaloc Elementary School faced technological, pedagogical, and social challenges. However, because they were determined to succeed and complete their education, they could deal with it and achieve the results of their efforts in the best available and possible way.
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Distance learning and online learning have become the new educational paradigm. Based on synchronicity, online learning environments can be classified into synchronous and asynchronous online learning. However, previous evidence demonstrating the effects of these two online learning modalities on students’ academic achievement has been contradictory. The current meta-analysis study pooled the observed effect sizes from previous research and addressed the following two research questions: (1) Which online learning format (synchronous or asynchronous) generates stronger learning effects? (2) Do the effects vary by the disciplinary field and educational level in which the learning is carried out? A systematic search of studies published between 2002 and 2022 was conducted. A total of 14 studies with 1,098 participants for the synchronous learning condition and 804 participants for the asynchronous learning condition met the study selection criteria. The results showed that asynchronous learning was more effective in promoting student knowledge than synchronous online learning, but the effect was trivial in size. The overall effect size was largely invariant across educational levels and disciplines. The implications of this study are also discussed.
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Over 1100 students over four semesters were given the option of taking an introductory undergraduate statistics class either by in-person attendance in lectures or by taking exactly the same class (same instructor, recorded lectures, homework, blind grading, website, etc.) without the in-person lectures. Roughly, equal numbers of students chose each option. The online students did slightly better on computer-graded exams. The causal effect of choosing only online lectures was estimated by adjusting for measured confounders using four standard methods. The four nearly identical point estimates remained positive but were small and not statistically significant at the 95% confidence level. Sensitivity analysis indicated that unmeasured confounding was unlikely to be large but might plausibly reduce the point estimate to zero. No statistically significant differences were found in preliminary comparisons of effects on females/males, U.S./non-U.S. citizens, freshmen/non-freshman, and lower-scoring/higher-scoring math ACT groups.
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Con el objetivo de contribuir al diseño de iniciativas de formación para el desarrollo de la competencia digital docente, en este capítulo se analizan las creencias, actitudes y competencias del profesorado relativas al aula virtual. Realizamos un recorrido histórico por los estudios más relevantes de las últimas dos décadas en el campo de las creencias, actitudes y competencias del profesorado hacia la tecnología y enseñanza en línea. A continuación, presentamos nuestra contribución a este campo. A partir de una encuesta, recabamos información sobre los retos y experiencias del profesorado, su formación y actitudes hacia la enseñanza en línea durante los meses iniciales de la crisis sanitaria de la COVID-19. Un Análisis de Clases Latentes clasificó a los 241 participantes en tres grupos: docentes con una actitud positiva, neutra o negativa hacia la enseñanza en línea. Una regresión logística multinomial identificó el tipo de institución y la formación antes de la crisis como factores predictivos de actitudes positivas, y la formación recibida durante los primeros meses de la COVID-19 de actitudes negativas. Finalizamos con una serie de propuestas de formación para fomentar el desarrollo de las competencias digitales y promover una actitud positiva hacia la enseñanza en entornos virtuales. With the aim of contributing to the design of training initiatives for the development of digital teaching competence, this chapter analyzes the beliefs, attitudes and skills of teachers related to the virtual classroom. First, we review the most relevant studies from the last two decades in the fields of teachers’ digital competencies and beliefs and attitudes towards technology and online teaching. Then, we present our contribution to this field. Based on a survey, we collected information on the challenges and experiences of teachers, their training and attitudes towards online teaching during the initial months of the COVID-19 sanitary crisis. A Latent Class Analysis classified the 241 participants into three groups: teachers with a positive, neutral or negative attitude towards online teaching. A multinomial logistic regression identified the type of institution and training before the crisis as predictors of positive attitudes, and the training received during the first months of COVID-19 of negative attitudes. We end with a series of training proposals to encourage the development of digital competences and promote a positive attitude towards teaching in virtual environments.
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The current study tried to explore the effects of assessment types and learners’ gender on EFL learners’ performance in speech accuracy. To this end, 60 homogenous students out of 90 students from Rahe Farda Institute in Bastak in Hormozgan province were selected based on the Quick Oxford Placement Test. The instruments of the study were an Oxford Placement Test, peer and self-assessment questionnaires adopted from Patri and Weir’s Analytic Speaking Criteria. The results were calculated using SPSS version 20. It can be seen that the means were close together, but the mean score for the male students was a little higher than that of the female students. According to the outcomes, assessment types had a significant influence on performance in speech accuracy and peer-assessment was more effective than self-assessment on performance in speech accuracy. Keywords: Peer assessment, self-assessment, speech;
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Bu çalışmanın amacı sınıf öğretmenlerinin, ailelerin ve ilkokul öğrencilerinin uzaktan eğitime ilişkin görüşlerini incelemektir. Bu amaca ulaşabilmek için araştırma, nitel araştırma yöntemlerinden ölçüt örnekleme yöntemi ile gerçekleştirilmiştir. Araştırmanın örneklemi farklı ilçelerde görev yapan öğretmen, öğrenim gören öğrenci ve ebeveynler ile oluşturulmuştur. Araştırma yarı yapılandırılmış görüşmeler ile gerçekleştirilmiştir. Araştırma verilerinin yorumlanmasında betimsel analiz tekniği kullanılmıştır. Araştırma sonuçlarına göre; çocukların asosyalleştikleri ve teknolojik cihazlara olan bağımlılıklarının arttığı, uzaktan eğitim aracı olarak kullanılan programların teknik aksaklıklar nedeniyle sürdürülebilir bir görsel sınıf ortamı sağlayamadığı, uzaktan eğitimde katılımcılarının iş yükünün arttığı, ilkokul müfredatının uzaktan eğitim sürecinde yaşanan aksaklıklara cevap verebilecek şekilde tasarlanmadığı, öğretmenlerin uzaktan eğitimi nitelikli hale getirmek için çeşitli eğitimler aldıkları ve çeşitli web araçları ile dersi zenginleştirme çalışmaları yaptıkları belirlenmiştir. Buna rağmen, kıdem yılı fazla olan bazı öğretmenlerin uzaktan eğitim sürecinde, anlatım ve soru-cevap yöntemini sıklıkla kullandıkları, teknolojik cihazları kullanmakta zorluklar yaşadıkları sonucuna ulaşılmıştır. Bu araştırmanın dikkat çekici bir başka sonucu ise, uzaktan eğitime erişimin kırsal bölgelerde düşük olduğunun tespit edilmesidir.
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Since its inception in the late 1800s, distance education has continually evolved, incorporating new technologies and fine-tuning pedagogies, to reach students physically separated from the instructor. A small percentage of post-secondary students and instructors have experience with distance education therefore, planning and preparation specifically designed for teaching and learning at a distance are necessary. This chapter will discuss strategies for preparing instructors and students to engage in distance education. Additionally, the application of basic teaching principles and proven instructional design strategies adapted for distance education are described. The importance of thoughtful technology selection as well as regular and meaningful learner engagement are also addressed. Key considerations related to equity and inclusion in the distance learning environment are highlighted.
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This study evaluates the Oklahoma Televised Instruction System, through an analysis of the student support services to include the resources available to the learner, the communications process characterized by the coordination services provided among the on-campus and distance sites, and the communication process characterized by the mechanical and electronic transfer of information. The study also compares the attitudes and performance of the participating on-campus and distance students. According to Garrison and Baynton (1987), the learner support system comprises both resources the learner can access in order to carry out the learning process and resources which relate to the mediation of the communication process. The resources of the learning process apply to both distance and on-campus students and include the availability of and access to courses, teachers or facilitators, learning materials, library facilities, media equipment and community experts. Among these resources 'The role of the teacher/facilitator is of primary importance in the issue of support' (p. 7). The need for resources associated with the mediation process results from the geographic distance between the teacher and the learner, and requires some type of mechanical or electronic transfer of information through telecommunications or mail to carry out the two-way communication in the learning process. This study analyzes the learner support system in a state-wide distance education system from the perspective of the distance learner. As such, the study examines the attitudes of distance students in the Oklahoma Televised Instruction System toward the following: a) the resources available to the learner which are directly related to learning including availability of courses, access to learning materials, and opportunities for interaction among teachers and students; b) the recourses available to the learner which are indirectly related to learning and include counseling, advisement and job placement services; c) the communication process characterized by the co-ordination services provided among the sending an communication process relating to the mechanical and electronic transfer of information. Finally, the study compares the attitudes and performance of the participating on-campus and distance students toward the teaching-learning experience. The Oklahoma Televised instruction System (TIS) was established by the Oklahoma State Regents of Higher Education in 1970 in response to legislative mandate. This system, which links Oklahoma's public and private colleges and universities, junior colleges, and technical institutions has become an integral part of the State System of Higher Education.
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This article summarizes published experimental studies dealing with the use of video taping to provide feedback to students in public speaking courses. Meta‐analytic procedures were used to summarize twelve published studies. Results of the analysis indicate that the use of videotaping to provide feedback to students in public speaking courses results in better content of student speeches, greater acquisition of public speaking skills, better performance on objective tests, and more positive attitudes toward the course in public speaking. In addition to these positive effects, no statistically significant increase in anxiety is experienced by students when video technology is utilized in the classroom to provide feedback to students in public speaking courses.
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This meta-analysis reviews the findings of 81 studies (N=24,474) examining the relationship between teachers' verbal or nonverbal immediacy (or both) and students' learning outcomes. The cumulative evidence indicates meaningful correlations between teachers' nonverbal immediacy and student reports of perceived learning (r=.51) and affective learning (r=.49), but only a slight correlation with students' performance on cognitive learning measures (r=.17). Teachers' verbal immediacy was found to correlate with students' perceived learning (r=.49) and affective learning (r=.49), but again the relationship with performed cognitive learning was notably smaller (r=.06). Average effect sizes were generally smaller in experimental research designs than in survey-type research, and generally larger when verbal/nonverbal immediacy was measured as a single construct. The cumulative results of this meta-analysis confirm that teacher immediacy has a substantial relationship with certain attitudes and perceptions of students in relation to their learning, but a modest relationship with cognitive learning performance.
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Early channel reliance research compared different modes of communication to assess relationships among nonverbal and verbal cues. Emerging communication technologies represent a new venue for gaining insights into the same relationships. In this article, the authors advance a principle of interactivity as a framework for decomposing some of those relationships and report an experiment in which physical proximity—whether actors are in the same place (“co-located”) or interacting at a distance (“distributed”)—and the availability of other nonverbal environmental, auditory, and visual information in distributed modes is varied. Results indicate that both proximity and availability of nonverbal cues affect communication processes, social judgments participants make about each other, and task performance. The authors discuss implications about gains and losses due to presence of nonverbal features.
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Thirty students enrolled in an on-campus introductory psychology class and thirty-one students enrolled in the “Understanding Human Behavior” televised course were the subjects of this study. Assessment was accomplished through the administration of three examinations during the semester. The mean total score in the televised class (x̄ = 77) was one point below that of the on-campus class (x̄ = 78). This difference was not statistically significant (p > .05, df= 59). The data suggest that the “Understanding Human Behavior” television series is an acceptable alternative to on-campus instruction for the introductory course.
Article
Part 1 Distance education and lifelong learning: the idea and evolution of distance education how distance education serves adult learners. Part 2 Strengths and limitations of current practice: key approaches to distance education delivering programmes to learners assessing programme quality and effectiveness. Part 3 Strengthening the theory and practice of distance education: programme foundations teaching and learning organization and administration conclusion - opportunities and challenges for the future.
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This meta-analytic review examines the effect that exposure to pornography produces on aggressive behavior under laboratory conditions considering a variety of possible moderating conditions (level of sexual arousal, level of prior anger, type of pornography, gender of subject, gender of the target of aggression, and medium used to convey the material). The summary demonstrates a homogeneous set of results showing that pictorial nudity reduces subsequent aggressive behavior, that consumption of material depicting nonviolent sexual activity increases aggressive behavior, and that media depictions of violent sexual activity generates more aggression than those of nonviolent sexual activity. No other moderator variable produced homogeneous findings. The implications of the results for theoretical approaches to understanding the impact of pornography receives discussion, as do the limitations of such findings.
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Closed‐circuit television equipment was used to produce two versions of a programme on the Psychology of Learning for showing to student teachers. Programme A was designed in accordance with the suggestion that the more a presentation approximates to reality, the more effective it will be. Programme B was designed in accordance with the suggestion that a presentation will be more effective if the information is ‘pre‐compressed’ before transmission. Comparisons were made of the effectiveness for transmitting relevant information of each of the different techniques used to produce Programme A and Programme B and also of the total programmes. The findings indicated the ‘pre‐compression’ procedure to be more effective than the ‘realism’ procedure.
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This review of literature includes recent studies of distance learning in military settings. Aspects of distance learning reviewed include 1) distance learning delivery systems, 2) effectiveness studies comparing distance learning and resident training, and 3) speculation as to the future of distance learning in military settings. Additionally, the results of interviews conducted at military sites and universities with experience in distance learning are reported.
Article
A survey instrument was designed and administered to a population of currently enrolled and drop‐out adult students in a post‐baccalaureate Doctor of Pharmacy program taught at a distance. The data from the survey was used to test a predictive model developed to examine the parameters of adult student persistence in distance learning programs. The independent variables in the model were significant in predicting persistence (F=5.670, DF=8,151, p<.0001) and explained 23% of the variance in persistence. Intrinsic benefits, age, and level of student ease or comfort with individual learning were significant factors.
Article
This study investigated the effect of satellite‐delivered instruction on student achievement and attitude in a high school anatomy and physiology course. The experimental group included students from seven high schools enrolled in the satellite‐delivered course. The control group consisted of students from seven high schools in which classroom teachers provided instruction. An experimental versus control matched‐pair design was used in the study. Two hypotheses were tested using the t test for dependent samples. The findings show that there was no significant difference between the experimental group and control group in attitude toward anatomy and physiology. However, on the achievement test, the mean post‐test score of the experimental group was significantly higher than that of the control group.
Article
The offering of college courses is one application of Iowa's first‐in‐the‐nation statewide, interactive video fiber‐optics telecommunications network. This essay explores the communication that takes place during one of these college courses and reports, from the students' perspectives, what it is like to be a participant in a live, interactive television classroom. Results from classroom observations and from individual and group interviews indicate that the distance learning setting influenced students' perceptions of classroom interaction. We make suggestions for teachers who seek to improve interaction in the distance setting and conclude with research questions communication scholars should pursue to help teachers improve the communication climate of the fiber‐optics classroom.
Article
The present study was designed to investigate the effects of conveyance system design and social presence, in the form of teacher immediacy behavior, on perceived student learning and satisfaction in the televised classroom. Results indicate that system design and teacher immediacy behavior strongly impact student learning and satisfaction. System variables such as interactivity and clear audio and video transmission positively influenced perceived learning and satisfaction. Further, instructors who engaged in immediate behaviors such as encouraging involvement, offering individual feedback, maintaining relaxed body posture and using vocal variety were viewed more favorably.
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This paper provides an overview of the distance education literature, including a review of the definitions, theories, and major issues related to distance education. We introduce a research model for distance education constructs, and review the literature outside accounting within each of the model constructs. Finally, in an effort to advance accounting research in this area, we articulate several important research questions within each of the constructs of the model, and provide suggestions for accounting educators interested in pursuing distance education pedagogy.
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This study examines whether supplementing face‐to‐face discussion with computer‐mediated discussion (CMD) enhances the academic performance of undergraduate students in large lecture courses. It also examines the characteristics of students who volunteer to take part in CMD groups when such participation is optional and worth a small amount of credit. Student evaluations and academic performance data from a quasi‐experimental study involving 142 undergraduates suggest that a combination of face‐to‐face and computer‐mediated discussion provides a learning environment superior to that of the traditional classroom. Students actively involved in CMD groups not only reported learning more than they otherwise would have, but they also tended to earn higher grades than students taking part in face‐to‐face discussion only. CMD participants had more prior experience with electronic mail but similar levels of computer experience as other students. Patterns of participation in the on‐line discussions are discussed along with ways to increase participation in CMD groups.
Article
This review used Glass’ (1976) meta-analytic techniques to integrate findings from 59 independent evaluations of computer-based college teaching. The meta-analysis showed that computer-based instruction made small but significant contributions to the course achievement of college students and also produced positive, but again small, effects on the attitudes of students toward instruction and toward the subject matter they were studying. Computer-assisted instruction also reduced substantially the amount of time needed for instruction. In general, the meta-analysis found little relationship between study findings and design features of the experiments, settings for the studies, or manner and date of publication of the findings.
Article
An experiment was conducted to compare training effectiveness and user acceptance of live instruction andsix different alternative Instructional TV (ITV) technologies: multi‐channel 2‐way video with 2‐way audio, single‐channel 2‐way video with 2‐way audio, 1‐way video with 2‐way audio, 1‐way video with 1‐way audio, 1‐way video with intermittent 2‐way audio, and audiographics. Findings were that, in comparison with live instruction, ITV in several different forms was effective both in terms of student performance and acceptance. The most successful ITV technologies were those allowing continuous 2‐way audio communication between classrooms with either 2‐way or 1‐way video. Student test performance was poorer with ITV systems that restricted remote students' ability to converse with or see the instructor and the performance decrement was evident in both local and remote classrooms.The research described was performed under the sponsorship of the Office of Naval Technology. The opinions expressed in this paper are those of the authors, are not official, and do not necessarily reflect the views of the Navy department.
Article
This paper describes the design, development and evaluation of an experimental two‐way video teletraining (VTT) system consisting of two classrooms equipped with audio and video equipment and linked by a land line to enable two‐way audio/video communication. A US Navy instructor delivered instruction in person to the originating classroom and electronically to the remote classroom. Findings were that student attitudes and performance on examinations were comparable in originating and remote classrooms. Students at the remote classroom were more likely to comment on deficiencies of the VTT system and were particularly sensitive to audio problems. Instructor acceptance of the VTT system was high. Cost analysis indicated that using the VTT system was more costly than sending an instructor to a remote site but that VTT can be less cosdy than sending students to the instructor.The research described was performed under the sponsorship of the Office of Naval Technology. The opinions expressed in this paper are those of the authors, are not official, and do not necessarily reflect the views of the Navy department.
Article
Computer‐mediated communication (CMC) is being used increasingly in education, often as a means to provide discussion forums for university classes. The growth of the use of CMC provides an opportunity to study its impact in instructional communication. Content analysis can provide answers about the types of messaging content and the longitudinal evolution of specialized codes in instructional CMC. The Uses and Gratifications approach can provide a perspective to ask questions about user motivations in instructional contexts, as well as the perceived consequences of CMC use in instructional contexts.
Article
Based on the GlobalEd inter‐university computer conference, this study examined how effective “social presence” is as a predictor of overall learner satisfaction in a text‐based medium. The stepwise regression analysis converged on a three‐predictor model revealing that social presence (the degree to which a person is perceived as “real” in mediated communication), student perception of having equal opportunity to participate, and technical skills accounted for about 68% of the explained variance. Social presence alone contributed about 60% of this variance, suggesting that it may be a very strong predictor of satisfaction. Reliability data on the social presence scale is provided. The results also indicated that participants who felt a higher sense of social presence enhanced their socio‐emotional experience by using emoticons to express missing nonverbal cues in written form. These findings have implications for designing academic computer conferences where equal attention must be paid to designing techniques that enhance social presence.
Article
Qualitative research methodology was used to explore the perceptions of students and classroom teachers participating in an interactive collaborative satellite‐based mathematics course in twenty‐one high schools. A pre‐ and posttest measure of college mathematics placement was used to compare students in the satellite‐based course to those in a traditional precalculus course. Results showed that a collaborative satellite distance learning format is effective for mathematics instruction when it provides classroom teachers with resources they would not typically have access to and when it is used with underachieving students. Results also indicated that the medium can be an effective way to implement nationally recommended curriculum and instruction standards in mathematics. Factors accounting for these results are discussed.
Article
From the Publisher:This groundbreaking volume offers a comprehensive introduction to educational computer-mediated communication (CMC) by presenting theoretical frameworks, design paradigms, and research methodologies for analyzing and shaping this new field of educational activity. The contributors provide a range of perspectives and approaches for understanding the educational applications of such innovations as electronic mail and computer conferencing networks and provide an extensive bibliography to assist those working on educational CMC.
Article
Distance educators, particularly those in developing countries, are facing the implementation of massive education programs with little research to guide them. Some developing countries have used established programs from other countries as models to provide low-cost instruction for basic literacy and job training; however, in many cases, they are finding it difficult to adapt programs designed to meet the needs of a different culture. The lack of appropriate research poses a twofold problem. First, how can original, high quality research be done given the economic, political, and social constraints which are often present in developing countries? Second, how can relevant research which has already been conducted be located and evaluated? Although distance education research is reported in journals, at conferences, in government reports, and in newsletters, such information is difficult to locate and to interpret due to the lack of any effort to centralize the data. A project has been undertaken at Arizona State University to locate and analyze significant existing research on distance education and to synthesize the results using meta-analysis. A meta-analytic model using HyperCard technology has been designed for this purpose. To date, two major areas of inquiry have been identified: (1) instruction, with the sub-categories learning, attitudes, and attrition; and (2) administration, with the sub-categories cost-effectiveness and courseware design. It is hoped that this quantitative synthesis of research, by identifying which interventions are successful, will provide the information international distance educators need to develop new strategies for their own programs. (13 references) (GL)
Article
Finds that interactive television instructors' perceptions of students' nonverbal responses are positively related to their impressions of students, their perceptions of teaching effectiveness and satisfaction, perceptions of teacher-student interpersonal relationships, and preference for teaching in the interactive television classroom; these perceptions are significantly higher in the traditional face-to-face classroom; and two-way audio/video delivery systems increase positive perceptions. (SR)
Article
This document is a resource for information on distance education research in Iowa. The material is divided into three sections. The first section describes distance education in Iowa, the Iowa Communications Network (ICN), the Iowa Distance Education Alliance (IDEA), and the research plan underway. The second section contains a review of the literature on distance education, including the definition, history and theory of distance education, research, operational issues, and a selected bibliography. In the third section, research project results are discussed. Highlights include teacher training and the effects of technology, interactive television, assessing learning needs and course performance, music, foreign language, and science instruction using telecommunications technology, teacher development, use of the ICN for secondary agriculture programs and instrumental music instruction, demographics and innovation of the community college, student and teacher perceptions of effective instructional methods, and teacher attitudes. (AEF)
Article
This document is a resource for distance education research in Iowa, including information on developing, implementing, and administering distance education systems. This second edition contains the original 16 research papers published previously, as well as 8 additional, more recent research studies. The first section describes distance education in Iowa, the Iowa Communications Network (ICN), the Iowa Distance Education Alliance, and the research plan. The second section contains the research articles, divided according to the following headings: (1) "Adoption of an Innovation"; (2) "K-12 Teacher Attitudes Toward Distance Education"; (3) "The K-12 Distance Education Experience"; and (4) "Distance Education in Postsecondary Institutions." Research article topics include: use of the ICN; teachers' training; teacher attitudes; assessment of program implementation, learning needs and course performance; teacher attitudes and change; telecommunications-assisted instruction in family/consumer sciences, music, HIV/AIDS education, and foreign language; constructivist-based distance education environments; ICN use for secondary agriculture and music instruction; instructional adoption of the Internet; cooperative learning with interactive multimedia; teacher and student perceptions of effective instructional methods; virtual field experience; demographics and innovation of the community college; and adult education. The third section, "Literature Review," includes the definition, history and theory of distance education; a review of the literature; a discussion of operational issues; and a science bibliography.(AEF)
Article
Discussion of distance learning focuses on a study of graduate education students that compared the content mastery and the attitudes of students in on- and off-campus courses that used interactive video. Theoretical perspectives are offered, including the conduit theory, the interactive theory, and the Salomon model. (14 references) (LRW)
Article
A survey instrument was designed and administered to a population of currently enrolled and dropout adult students in a post-baccalaureate distance learning program with an individual learner focus. The sample consisted of all actively enrolled students (179) and all students who had been admitted to the program since the program's inception who withdrew before program completion (216), for a total of 395 persons. Fifty percent of the sample (198) responded to a mailed survey. The data from the survey were used to test a predictive model developed to examine the important parameters in adult student persistence in distance learning programs. The independent variables in the model were significant in predicting persistence, explaining 23 percent of the variance in persistence. Univariate tests revealed that intrinsic benefits, age, and level of student ease with individual learning were significant factors. Intrinsic benefits related to enhanced performance and satisfaction on the job. Extrinsic benefits, which were described as enhanced salary and career mobility, were not significant factors related to persistence. Adults in this study appear to be significantly motivated by intrinsic job-related benefits to persist in distance learning programs, with an individual learner focus. (Contains 24 references.) (Author/KC)
Article
Two graduate-level educational administration courses, one delivered by computer-mediated (distributed) means and one held face-to-face, were evaluated based upon the needs of adult learners and active learning precepts. The same course was delivered to both classes by the same group of professors, using identical course requirements. The on-campus class met once a week for three hours in the evening; eleven adult students and two or three professors attended each class. Distributed class sessions (using a Lotus notes platform) took place at the time of students' choosing throughout the week, with all assignments and exams conveyed through writing. The professors were all experienced in the subject matter and in teaching; two of the three had previously taught using the software. The survey revealed that the characteristics of students in both classes were more alike than different. The distributed education class had a slight edge on the final grades, with the strongest indicator of difference seeming to lie in the greater amount of confidence the students brought to the class. The study also notes that the distributed students who had previous experience in distance learning spent more time in class. (RH)
Article
A study was undertaken at Utah Valley State College to assess the quality of learning experiences of students taking a sociology telecourse. This included comparing results for day students viewing the course in a classroom and students viewing the course at home or in other locations in the community. Surveys were distributed to 62 classroom- and 28 community-based students, requesting information on their ratings of the course, their knowledge of general sociological concepts, and the frequency with which they undertook selected learning activities. An analysis of responses and grades received in the course indicated that 62% of the community-based students received an "A" or "A-," compared to only 35% of the day classroom-based students. Also, while both groups had high attrition rates, classroom-based students were less satisfied with the course than community-based students and less likely to recommend the telecourse to a friend. Based on findings, the following recommendations were proposed: (1) a program should be developed to prepare students for distance learning; (2) a screening instrument should be created for potential distance learning students; (3) initiatives should be explored to make videotapes of courses available to students for home viewing; and (4) telecourses should not be broadcast into day section classrooms, especially when unsuspecting students anticipate traditional lecture classes. (TGI)
Article
Describes study conducted at Moorhead State University (Minnesota) that was designed to compare a variety of distance education delivery methods offered in a teacher training program. Alternative instructional delivery systems are compared to more traditional instruction control groups, and effects on student achievement and course evaluation are examined. (eight references) (LRW)