Online distance learning

As the demands for public accountability increase for higher education, institutions must demonstrate quality within programs and processes, including those provided through online education. While quality may be elusive to specifically quantify, there have been several recommendations for identifying and defining quality online education that address common areas of program development and administration. This paper explores and compares 13 recommendations and paradigms found in the literature for identifying and evaluating the quality of online education programs in higher education.

Acceptability of online distance learning on vegetarian work packets and the skills performance of grade 10 students in bread and pastry production was examined. The descriptive correlational research design was utilized to 55 respondents who were Grade 10 students enrolled in an online distance learning modality at Lipa Adventist Academy, Bugtong, Lipa City, Batangas during the onset of the Covid 19 pandemic. The gathering of data used a survey questionnaire rendered thru Google form. Statistical treatments used were mean, frequency count and percentage, mean and standard deviation, and Pearson's Correlation Coefficient. Data results revealed the acceptability of online distance learning on vegetarian work packets aspects as to its content, usability user-friendliness, relevance, economy, efficiency, and availability is significantly related to students' performance in thinking skills in terms of conceptualization and analysis and their technical skills in terms of engageme...

This literature review explores research regarding the perception of potential employers or "gatekeepers" about online degrees in comparison with those earned in a traditional format. This review contributes to the field of knowledge because higher education can benefit from understanding how these perceptions affect students' employment opportunities and, in turn, affect the institutions granting the online degree. In addition, research in this area potentially contributes to the field of knowledge by helping prospective students, as consumers of higher education, make informed choices about their degree attainment paths.

Over the past ten years, a significant increase in courses and programs taught through distance education technologies has occurred both in non-for-profit and for-profit colleges and universities. During this time, there have been many successes and failures. The researchers hypothesize that the marginal success and/or failure occurs due to program planner(s) not viewing the design, implementation, evaluation, and sustainability of distance learning courses and programs in the context within which the distance learning will occur. The purpose of this manuscript is to provide five basic interrelated assumptions for distance learning program planners to consider when designing distance learning courses and programs in college and university settings. These assumptions are offered based on the observation, successes and failures of the authors in their collective 57 years of designing such programs for six different universities across the US, as well as evidence from related literature.

Formative assessment provides ongoing feedback to monitor student learning and improve teachers' instruction. But the COVID-19 pandemic has changed the mode of learning delivery and has affected formative assessment. Hence, the researchers explored the practices, challenges, and adaptive strategies of Mathematics and Science Senior High school teachers on formative assessment of students' learning in an online distance learning modality. Narrative inquiry research design was used in which eight teachers and six students who were chosen through convenience sampling were subjected to in-depth interview. The audio-recorded interviews were transcribed and underwent coding, categorizing, and thematizing. Results revealed that teachers employ practices that allow them to provide immediate feedback, utilize online assessment tools, probe questions, encourage students' active participation, and align learning competencies with formative assessment. However, they encounter challenges that affect students' learning such as lack of motivation, unavailability of internet/data connection and gadgets, low digital literacy skills, minimal peer assistance, and authenticity of formative assessment results. But they adapt strategies to address these challenges through designing differentiated assessment, showing empathy, reinventing pedagogical goals through meaningful online tools, promoting student-centered learning, and providing consistent means of communication. Findings implied that teachers use various online formative assessment practices similar to what they do in face-to-face classes. Challenges are evident in the entirety of instruction. However, teachers are dynamic in improving their practices. An action plan consisting of activities, objectives, and description is hereby proposed to improve the online formative assessment practices of mathematics and science teachers to enhance students' learning.

Social constructivist theory has advanced the notion that distance education is inferior, because effective learning is thought to require immersion in a cognitive apprenticeship under the guidance of a mentor. Effective learning is said to be situated in activity, context, and culture as a collaboration in a community of practice. Administrators and practitioners in distance education are confronted with a challenge to the efficacy of their endeavors. The authors briefly trace the evolution of social constructivism, the influence of Piaget and Vygotsky, and analyze the effects of contemporary social constructivism with implications for instructional theory and practice.

This research paper aims at highlighting the Total Quality Management (TQM) elements at university, through environmental scanning the researcher found many important factors in University, where quality of education Is the main purpose of a university education when providing service for students. A lot of researcher have been studied (TQM) around the world by educational institution , that's indicators how is very important quality assurance in education sector based on revolution and hyper competition between institution specially university. accordingly this paper focus on TQM as a approach used in organization to enhance managerial method pulse increase the performance at university output. so the main objectives in this paper to concentration on principle of TQM. Also, it studies the core concept of principle and highlight on important part that enhances the quality in university plus that what the distinguish from others papersto achieve academic excellence.

Acceptability of online distance learning on vegetarian work packets and the skills performance of grade 10 students in bread and pastry production was examined. The descriptive correlational research design was utilized to 55 respondents who were Grade 10 students enrolled in an online distance learning modality at Lipa Adventist Academy, Bugtong, Lipa City, Batangas during the onset of the Covid 19 pandemic. The gathering of data used a survey questionnaire rendered thru Google form. Statistical treatments used were mean, frequency count and percentage, mean and standard deviation, and Pearson's Correlation Coefficient. Data results revealed the acceptability of online distance learning on vegetarian work packets aspects as to its content, usability user-friendliness, relevance, economy, efficiency, and availability is significantly related to students' performance in thinking skills in terms of conceptualization and analysis and their technical skills in terms of engagement, exploration, explanation, elaboration, and evaluation is significant. Thus, the hypothesis, there is no significant relationship between the acceptability of the respondents on the aspects of the online distance learning on vegetarian work packets and students' skills performance in bread and pastry production was not sustained. Gathered data and analysis were generally acceptable but can still be improved at a higher acceptability range. In this regard, teachers may employ additional teaching-learning strategies to enhance online teaching implementation. Students can be directed to help improve thinking and technical skills. Further study may use this study to serve as baseline data on recent trends in education. Administrators might support teachers with opportunities to engage in professional learning experiences and work collaboratively to design learning schemes.

This study identified the effect of the perceived barriers in the sudden transition to online distance learning on the academic performance of radiologic technology students. Four barriers were identified and used: digital literacy, support barriers, institutional barriers, and educational impact. A causal-comparative study was utilized to determine the effect of the perceived barriers on students' academic performance. Resuts revealed that support and institutional barriers significantly impact students' academic performance. On the other hand, digital literacy and educational impact have no significant effect. This finding of the study indicates that students must have easy access to the available support. This is critical not only for technical assistance but also for institutional support.

While online distance supervision of higher degrees is fairly commonplace overseas, it is relatively new at the Durban University of Technology (DUT). This paper looks at recent endeavours in distance supervision with overseas international students. Even face-to-face supervision of masters and doctoral students is fraught with potential pitfalls, in particular, dealing with implicit expectations on both sides and negotiating the transition from dependency to autonomy. Therefore it is not surprising that, while most students and supervisors at DUT now rely heavily on email interactions, supervision carried out completely online is not usually seen as an option. It is difficult to forge a trusting relationship completely online, and the nuances of face-to-face communication do not always survive the translation into electronic print. While mixed-mode research modules have been piloted at DUT since 2002, supervision carried out completely online with international overseas students is a relatively new venture. However, DUT fields many enquiries from international overseas students about registering for higher degrees, as the Recession, combined with DUT's Incentives awards which pay for tuition, makes overseas registration an attractive option. This paper uses an interactive principle derived from a theoretical model of communicative functions as a lens for reflecting on online supervision. The principle has been found to be useful in offering insights into the effectiveness of various mixed mode courses, including undergraduate Communication courses, staff induction into web-based learning and research capacity building courses. A self study approach is used, with both supervisor and students reflecting on supervision and research practices.

Changing your Learning Management System (LMS) presents challenges not only to instructional faculty, but also to the students who depend on these systems to completely deliver or support their courses. In assessing the transition for students experiencing an upgrade in the campus LMS, a number of findings have real implications for developing a strategy to support the needs of students undergoing the transition. This paper discusses selected student assessment components of an LMS implementation, and the implications of the findings for student support.

Higher education institutions define adults by using chronological age and additional factors such as delayed post-secondary enrollment, part-time attendance, full-time work while enrolled, financial independence, single parenthood, military service, and lack of a standard high school diploma. The literature surrounding adult learners suggests that learning across the lifespan, culture, personality, political beliefs, and ethnicity are additional factors of far more significant than chronological age. What are some characteristics of the adult learner as suggested by adult learning theory and practice?

This literature review explores research regarding the perception of potential employers or “gatekeepers ” about online degrees in comparison with those earned in a traditional format. This review contributes to the field of knowledge because higher education can benefit from understanding how these perceptions affect students ’ employment opportunities and, in turn, affect the institutions granting the online degree. In addition, research in this area potentially contributes to the field of knowledge by helping prospective students, as consumers of higher education, make informed choices about their degree attainment paths.

Since 2005, the landscape of online teaching and learning has changed as well as the landscape of the academy, and continues to transform before our eyes. These changes are not only a product of technological innovation, but also a result of new and reconceptualized values of higher education, and so we must reexamine what changes to faculty role, position and perspectives best support these new values. Drawing on the Seven Principles of Good Practice, this article visits the need for effective faculty support and development in online education. Online education has forever transformed higher education, and we are learning that quality requires flexibility and the ability to adapt to the changing demands of learners, the new promises of technology, and the new competitive landscape of higher education. If higher education is to remain competitive, we must refocus and redesign our paradigms, as well as design business processes that integrate with quality assurance models.

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to evaluate influence of technology type on development of instructional materials for distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Therefore, the attitude and values are singled out as a separate category as well, linking together certain factors that influe...

This study examined various student characteristics to determine their relationship to success in an online undergraduate business course at a community college. All students who had taken this online course during a three-year period of time were included in the study (n=179). Pearson product–moment correlations found significant relationships between students ' grades in the online class and their GPA, attendance at a class orientation session, the number of previous course withdrawals, ASSET reading scores, the number of previous online courses, age, and ACT English scores. Regression analysis found that two variables serve as the best predictors: attendance at an orientation session, and the student's grade point average. Given the higher dropout rates often found within on-line courses, these findings could be used to counsel students regarding their decision to take an online course. Students who are older, have better GPAs and college entrance exam scores, have few ...

Abstract- A new online distance learning system was created by an interdisciplinary team comprised of computer science, graphics, networking, security, and educational science faculty and graduate students to research, implement, and assess the ability to extend a face-to-face classroom to accommodate remotely located students. Comprised of a face-to-face classroom setting with remote students ’ images projected on the wall of the classroom, this “virtual classroom ” is a 3-D rendering of a geometric model populated with real-time video avatars of remote students. Through increased presence, (i.e. being able to view remote students ’ facial expressions, general body language) and better integration of the virtual classroom into the local classroom, developers intended to increase both learning and motivation to learn. In a formative evaluation regarding the “presence ” and “interactivity ” afforded by the system, the following elements were analyzed: learning; social, cognitive, and...

This literature review explores the research about the perception of online degrees by potential employers or “gatekeepers” in comparison with those earned in a traditional format. This is important because these perceptions can affect the employment opportunities or lack thereof of students and, in turn, institutions. Introduction With fluctuations in the economy, increased technological competence, fast-paced lifestyles, geographic dispersion, and the need for workers to possess new skill sets and credentialing, the demand for online degrees has grown over the past decade (Conceicao, 2007). Institutions offering online degrees have proliferated the adult and higher education landscape to meet these needs. According to eLearners.com, there are currently over 170 “accredited” U.S. online colleges and universities that offer online Bachelor’s, Master’s and Doctoral degrees in numerous fields (Elearners.com, 2007). Adams and DeFleur (2005) state, “although there are some 678 non-resid...

Online education has become a staple of higher education institutions. In the latest survey conducted by the Sloan Foundation, it was found that over two-thirds of higher education institutions were offering a variety of online courses and programs. According to , over 20% of all students took at least one online course in 2006 and this is projected to continue to increase over time. However, observations at a specific urban university in the mid-west, shows vast variation in terms of faculty who choose to utilize online instructional technologies and a significant lag in desired online development. With the importance of online instruction, the question was asked was "how can an institution encourage their faculty members to move forward with online instruction?" This article outlines the answer to that question by determining what factors were found to influence a faculty member's decision whether or not to integrate online technologies into his or her course. The factors considered centered on areas such as: 1) perceptions of online instruction, 2) past experience with online technologies, and 3) specific experiences at the university. These findings, as well as the initial strategies developed to increase faculty participation in online instruction are discussed in the article. Spotts, T. H., Bowman, M. A., & Mertz, C. (1997). Gender and use of instructional technologies: A study of university faculty.

This study examined various student characteristics to determine their relationship to success in an online undergraduate business course at a community college. All students who had taken this online course during a three-year period of time were included in the study (n=179).

Successful online instructors realize that building a sense of" community" in the online classroom is necessary for successful learning outcomes (Gunawardena, 1994; Wiesenberg & Hutton, 1996; Campbell, 1997; Gunawardena & Zittle, 1997; McLellan, 1999; Kazmer, 2000; Wegerif, 1998). The development of community" becomes a parallel stream to the content being explored" in online courses:[It is not]" something that'mucks up'or interferes with the learning process (Palloff & Pratt, 1999, p. 30).

Student demand for online education requires colleges and universities to rapidly expand the number of courses and programs offered online while maintaining high quality. This paper outlines two universities respective processes to assure quality in large-scale online programs that integrate instructional design, eBook custom publishing, Quality MattersTM standards, faculty development, and internal quality assurance reviews and external peer-reviews.

Tourism, as a form of tourism industry has grown and developed dramatically.
However, the development in the practical sphere has not yet balanced with the growth of human resources qualities in the tourism sector. In Indonesia specifically, the human resources qualities are still below Singapore, Thailand, Malaysia and Philippines. As the ASEAN Economic Community (AEC) enactment in 2016, government, stakeholders and academics has done various efforts to continue upgrade the human resources qualities in the tourism sector. One of the strategies that has taken place in several education institutes are by establishing innovation in the vocational education effectuate system through various approach or paradigm, through Recognition Prior Learning for example, also Online Distance Learning and Work Based Learning. This study identifies the development of the three examples mentioned before and elaborate the strength, weakness, opportunities and also the challenges that education institute face in implementing the said approach. This research found some strengths of those educational paradigms, particularly to tourism’s institution and industry. This approach can be very useful to the institution to prepare the students to be what the industry expects.
Keyword: Educational paradigm, Recognition Prior Learning, Online Distance
Learning and Work Based Learning

UFPE) -II SINIEL, 2012 RESUMO: Com base no pressuposto de que a aprendizagem deve partir da reflexão crítica sobre a experiência do sujeito, sem desconsiderar a estreita relação entre sociedade e indivíduo, este marcado por influências de natureza sócio-histórica e cultural, o presente trabalho observa a percepção do sentido de autonomia necessária ao sucesso em educação a distância (EAD) por alunos de Nível Superior. Para tanto, parte-se da observação das proposições autoavaliativas do processo ensino-aprendizagem de 62 sujeitos interactantes em fóruns virtuais, nas plataformas Moodle e Amadeus, no lastro da concepção transformativa de aprendizagem proposta por Mezirow (1978, e investiga se, e em que medida há uma interferência da estrutura comunicativa das plataformas na interação online, visível com o jogo das faces dos interactantes (GOFFMAN,1974(GOFFMAN, e 1967. Constitui o corpus deste estudo o jogo interacional de três disciplinas de cursos de graduação da área de Ciências Humanas, em etapa final do primeiro contato dos alunos com a modalidade online de EAD (turmas do primeiro semestre de 2011). A análise dos dados revela a necessidade de formação específica dos professores sobre interatividade em EAD online, no sentido de minimizar as interferências no processo de aculturação do aprendiz à modalidade a distância, com vistas a impedir as distorções de ordem epistêmica, sociolinguística ou psicológica, previstas por Mezirow e verificadas neste estudo.

Formative assessment provides ongoing feedback to monitor student learning and improve teachers' instruction. But the COVID-19 pandemic has changed the mode of learning delivery and has affected formative assessment. Hence, the researchers explored the practices, challenges, and adaptive strategies of Mathematics and Science Senior High school teachers on formative assessment of students' learning in an online distance learning modality. Narrative inquiry research design was used in which eight teachers and six students who were chosen through convenience sampling were subjected to in-depth interview. The audio-recorded interviews were transcribed and underwent coding, categorizing, and thematizing. Results revealed that teachers employ practices that allow them to provide immediate feedback, utilize online assessment tools, probe questions, encourage students' active participation, and align learning competencies with formative assessment. However, they encounter challe...

The Basic Education Learning Continuity Plan of the Department of Education highlights the use of different learning delivery modalities to assure that education continues amidst COVID-19 pandemic. Online distance learning modality (ODLM) has become increasingly available to provide new pathways of learning experiences during emergency remote education. This study was conducted to determine the students' perceived challenges and opportunities in ODLM at a public secondary school in the Division of San Pablo City. Convergent parallel mixed methods research design was employed; survey questionnaires were administered to 300 respondents who were selected from Grades 7 to 12 learners through stratified random sampling. To analyze the data, mean and standard deviation were computed. To verify the results, in-depth interview was conducted among 12 purposively selected participants. Thematic analysis was then used to interpret these responses. Results proved that majority of the students did not perceive motivation, learning resources, support system, and digital self-efficacy as challenges. Despite these satisfactory results, there are still students who encounter challenges such as lack of motivation, unstable internet connection, and voluminous tasks. Moreover, majority of them perceived self-directed learning, learning outcomes, convenience and ease, and accessibility as opportunities. Students take responsibility of their own learning, develop digital literacy, and improve time management skills. Opportunities are evident; however, challenges are inevitable. School administrators, teachers, parents, and other stakeholders should work together to deliver quality education among learners despite the change in learning modality. An action plan is proposed to lessen the challenges and strengthen the opportunities in ODLM.

Purpose: The study sought to categorise students based on the preferences that influence their choice of distance education in Ghana.  Methodology: Questionnaires were used to collect data from 120 students taking part in the UEW distance education programme at the Kumasi Girls SHS Study Center. Respondents were segmented into three clusters (highly, moderately, and least satisfied) based on four preferences (price, quality, packaging, and social boding) that influenced their satisfaction with the distance education programme. Result: Findings from both hierarchical and non-hierarchical cluster analysis with squared Euclidean distance and Ward’s method showed that the highly satisfied cluster was driven by quality of service and the fees (i.e. price) of the UEW distance education programme. A further analysis of the differences between the clusters indicated that satisfaction with the UEW distance programme significantly differs across the three segments. Unique Contribution to theo...

The usage of digital technologies is arising day by day for humans learning from the past decades and it's becoming the integral part of education in future. Its importance and features are also growing for the betterment of human mankind. The Covid-19 pandemics effected all fields of the society and particularly education sector while following of social distancing. In order to keep education running, educational institutions have had to quickly adapt to the situation. This has resulted in an unprecedented push to online learning by implementing different pedagogical approaches. Many, including commercial digital learning platform providers, have rushed to provide their solutions. This study produces the connectivity and integration ratio along with pedagogical approaches in digital technologies throughout the present COVID-19 pandemic for getting optimal outcome. It addresses the following four topics: (1) the particular digital technologies that are used, (2) the specific generation who are using these digital technologies, (3) the particular activities of digital technologies that are used by people of the world., and (4) the particular effects of victimization of these digital technologies on humans throughout the pandemic. This study investigates the potential usage of digital applications like Facebook social network site to support faculty in implementing a social constructivist approach to facilitate student-centered learning. The basic purpose of this study is to review and analyze the impact of pedagogical approaches in an online distant learning through usage ratio.

Higher education is currently undergoing what may be its most significant change since the advent of the printing press in the fifteenth century. A number of socioeconomic forces, primarily globalization, have increased student mobility and created a need for increased and more flexible access to education. At the same time, the recent vast expansion of electronic communication capability has presented us with the means to provide the desired increased access, using various types of distributed learning. Having this tool at hand has, in turn, created a demand for new levels of administrative flexibility on the part of educational institutions while at the same time increasing budgetary pressures on them (Clarke 2002).

This study examined various student characteristics to determine their relationship to success in an online undergraduate business course at a community college. All students who had taken this online course during a three-year period of time were included in the study (n=179). Pearson product-moment correlations found significant relationships between students' grades in the online class and their GPA, attendance at a class orientation session, the number of previous course withdrawals, ASSET reading scores, the number of previous online courses, age, and ACT English scores. Regression analysis found that two variables serve as the best predictors: attendance at an orientation session, and the student's grade point average. Given the higher dropout rates often found within on-line courses, these findings could be used to counsel students regarding their decision to take an online course. Students who are older, have better GPAs and college entrance exam scores, have few previous course withdrawals, and who agree to participate in a class orientation session, are more likely to be successful in this on-line business class. Such results could hold true for other online courses as well.

The introduction of web-based education in Canadian schools, as in other developed countries, has been particularly noticeable in rural areas. Small schools in rural communities have continued to get smaller as families relocate in urban areas in search of increased educational and vocational opportunities. There are a number of issues common to the technological enhancement of rural schools: the building of appropriate infrastructures, the implementation of information and communication technologies and the development of pedagogy for web-based education. In the Canadian province of Newfoundland and Labrador a number of new positions and roles have been created to distribute responsibilities for these issues and to ensure the success of virtual schooling. Newfoundland and Labrador Newfoundland and Labrador is the eastern-most province of Canada and is situated on the North Atlantic Ocean west of Greenland and north of the United States. The province consists of a large, roughly triangular island (108,600 square kilometers), an irregularly-shaped mainland territory (294,300 square kilometers), and over seven thousand smaller islands (3,598 square kilometers). The climate ranges from temperate to arctic and the terrain ranges from gently rolling hills to mountainous. The major exports of the province are iron ore, petroleum, hydropower, fish, and people. Historically, the fishing industries drew people to Newfoundland and Labrador from Great Britain, France, Portugal and Spain; however, the trend in the 20th century was out-migration to other Canadian provinces and the United States in search of employment. Recently, there has also been a significant population migration inside the province to larger communities and especially to St. John's, the capital city, which has a metropolitan population of approximately 200,000.

This literature review explores research regarding the perception of potential employers or "gatekeepers" about online degrees in comparison with those earned in a traditional format. This review contributes to the field of knowledge because higher education can benefit from understanding how these perceptions affect students' employment opportunities and, in turn, affect the institutions granting the online degree. In addition, research in this area potentially contributes to the field of knowledge by helping prospective students, as consumers of higher education, make informed choices about their degree attainment paths.

Since 2005, the landscape of online teaching and learning has changed as well as the landscape of the academy, and continues to transform before our eyes. These changes are not only a product of technological innovation, but also a result of new and reconceptualized values of higher education, and so we must reexamine what changes to faculty role, position and perspectives best support these new values. Drawing on the Seven Principles of Good Practice, this article visits the need for effective faculty support and development in online education. Online education has forever transformed higher education, and we are learning that quality requires flexibility and the ability to adapt to the changing demands of learners, the new promises of technology, and the new competitive landscape of higher education. If higher education is to remain competitive, we must refocus and redesign our paradigms, as well as design business processes that integrate with quality assurance models.

As the growth of online programs continues to rapidly accelerate, concern over the retention of the online learner is increasing. Educational administrators at institutions offering online courses, those fully online or brick and mortars, are eager to promote student achievement. Retention is critically important, not just for student success, but also for the success of these institutions of higher education. Models for understanding student persistence in the face-to-face environment are well established; however, many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between student demographics and interactions, and retention at a large online university. Analysis of data, which included an n of 20,569, provides an illustration of the importance of transfer credit and the consistency of activity in predicting continued enrollment.

This study investigates the attitudes of schoolteachers and directors towards the worth and value of implementing a distance education program in Lebanon. The study surveys 7 school directors and 112 schoolteachers unequally divided among fourteen urban and rural schools. School directors were negative about the possibilty of distance education meeting the training needs of schoolteachers. In addition, they reported costly