Evaluating Critical Success Factors of Distributed Learning

Distributed learning presents universities and colleges with the ability to expand their reach into new markets and stay competitive and relevant in this dynamic information-based global economy. Through the effective use of distributed learning tools, location and cost are no longer barriers to earning a degree and enable universities and colleges to reach working adults and international students as well as further penetrate the traditional student market. This paper highlights the evolving transformation of Distance learning models to the evolving technology based distributed learning modes. While each institution has its own mission and goal for distance learning and distributed learning, there are certain things that need to be considered while developing or implementing a curriculum that involves education at a distance. This paper explores distance learning from a macro perspective and suggests some critical success factors that will aid faculty and institutions in distance learning and distributed learning development

Distance Learning Education of Software Engineering: Principles and Experiences

Whether distance learning spells the end of traditional campuses, as some maintain, or whether distance learning instead represents a powerful addition to a growing array of delivery options for higher education, its impact on higher education is great and growing. Distance learning is creating alternative models of teaching and learning, new job descriptions for faculty, and new types of higher education providers. The advent of Distance and Distributed Learning has raised numerous questions about quality and quality assurance: ² How do established distance learning institutions ensure quality? ² What more needs to be done? ² How do quality assurance agencies view the distinction between on- and off-campus teaching and learning? This talk discusses these issues from the viewpoints of funding organisa- tion, quality assurance agencies and the learners

Impact of Distance Learning Education System on Education Standards

Conventional Learning & Distance based learning are the two systems prevailing in higher education. These systems affect the level of education standard. This research was conducted to highlight the impact of distance learning education system on education standard. The education standards were Institutional support, Course development, Learning Process, Student support, Faculty support, evaluation and assessment. A well-developed questionnaire was administered and distributed among 206 faculty members of Virtual University of Pakistan. Data was analyzed through correlation and regression analysis. Results confirmed that there is a significant relationship and impact of DLE system on education standards. The research further helped to evaluate Distance learning education (DLE) system with reference to higher education standards. The study will also add value in better understanding of standards and its pre-requisites. This will also provide baseline for future research. It will add value in existing body of knowledge. Key Words- Distance Learning Education, Higher Education, Education Standard

Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic

This study aims to identify obstacles and barriers to achieving quality distance learning and the use of electronic exams, comparing them to pursue success in the distance education system during the coronavirus pandemic (COVID-19). It also aimed to determine the similarity and differences between the two main components of distance education. This is based on a sample of evaluations from professors and students at universities in the Arab world, i.e., Algerian, Egyptian, Iraqi, and Palestinian universities. We used a descriptive approach using questionnaires (open question) with conveniently selected samples from two different groups: (1) 400 professors and student’s feedback from 600 distributed (i.e., Algerian, Egyptian, Palestinian, and Iraqi) and (2) 152 professors and student’s feedback from 300 distributed (i.e., Palestinian universities in the governorates of Gaza). The results indicated that professors and students faced 27 barriers in both distance learning and electronic exams, which are divided into four groups (categories) according to the sample. Recommendations to understand and overcome these obstacles will also be presented to improve distance learning and e-exams in the future. It is important to coordinate efforts in the development of distance education, especially concerning universities using distance learning and e-exams

Working Conditions for K-12 Distance & Online Learning Teachers in Canada

“Teacher unions in Canada have had concerns about developments in online learning, but have generally been supportive if they have felt conditions were appropriate,” according to the Director of Research and Technology at the British Columbia Teachers’ Federation (BCTF). This sentiment has been echoed by the researchers involved in the annual State of the Nation: K- 12 E-Learning in Canada. These researchers have also underscored the fact that teacher unions have also been active in conducting research to investigate how teaching in the distance education and online learning environment is different than teaching in the classroom, and what impact that has on the nature of work and quality of work life for its members. The present study is an example of this exploration. This report describes a study conducted to explore written provisions for the working conditions of K-12 distributed learning teachers in Canada (i.e., distance education and online learning are generally referred to as distributed learning throughout the report). At present, there is one provincial jurisdiction that includes language in their collective agreement with teachers related to distributed learning. There are also two provinces where there is language in one or more local contracts focused on distributed learning. Finally, there was one province where the provincial teacher union had a significant policy related to distributed learning. Within these documents, there were consistent themes around 1) defining distributed learning; 2) clauses focused on teacher working conditions in the distributed learning environment; 3) responsibilities for the schools and/or school boards that choose to operate distributed learning programs; and 4) mechanisms to allow for consultations between those operating the distributed learning program and the union. In all of these themes, there are actually few regulations that go beyond what would be expected for traditional brick-and-mortar education. The main areas where distributed learning teachers were treated differently than face-to-face teachers were for legal reasons, as well as the provision for consultations between distributed learning operators and their respective unions. These unique aspects are reflective of stakeholders’ efforts to examine what constitutes the equivalent experiences for teaching in the distributed learning environment relative to traditional classroom teaching

Learn Where You Live: Delivering Information Literacy Instruction in a Distributed Learning Environment

This is a preprint of an article submitted for consideration in the Journal of Library and Information Services in Distance Learning, 2013, Tasha Maddison; Journal of Library of Information Services in Distance Learning is available online at http://www.tandfonline.com/loi/wlis20#.VJRmTwIYE.Distributed learning is becoming an increasingly common method of further education in post-secondary institutions and programs across Canada and internationally. Academic libraries are not immune to this trend, and many are reviewing and revising their teaching methodology. All learners require information literacy instruction that is relevant, engaging, and embedded in curriculum; in a distributed learning environment, however, the design and delivery of that instruction may need to be adapted to respond to the challenges of instruction to distributed learners. Through a literature review of distributed learning models in academic libraries and consultation with faculty and librarians at the University of Saskatchewan, this research will assist in determining distributed learning models and instructional design best suited for the provision of information literacy instruction within this environment, with a specific focus on reaching out to rural communities with emerging technological infrastructure

SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING

The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online to the target respondents. Additionally, the researchers interviewed teachers and students and analyzed various documents, such as self-learning modules and learners’ activity sheets, to triangulate the survey data. The findings revealed that the principles of LCAOT learning were apparent in science distance education and exemplified through tools such as the Know, Want to Know, and Learned charts and personal journals. The study also revealed that teachers and students faced challenges during the transition to distance education, including inadequate equipment and poor internet connectivity. However, they responded to these challenges by using various means of communication, collaborating with peers, and exploring new roles and identities. The researchers recommend using the developed instrument and continuing to evaluate the effectiveness of teaching strategies employed in distance education in science, as well as further studies on the impact of LCAOT learning on students’ academic achievement

Distance Learners’ Attitude and Use Behaviour of Electronic Information Resources: A study at Kuvempu University

The main focus of the study is to discover the use behaviour of electronic Information resources among students pursuing higher education through distance education mode at Kuvempu University, Shivamogga. The researcher has of data adopted survey method for collection. Questionnaires were served to the students during their contact classes of Kuvempu University. 1650 questionnaires were distributed and 1435 completely filled questionnaires were received obtaining a response rate of 87.0 %. The questionnaires were distributed among the respondents when they attended the contact classes conducted by the Kuvempu University. The findings of the study focused on the impact of ICT on implementing successful frameworks of introducing e-learning in the university educational system, creating awareness during the contact classes about the importance of Information and Communication Technologies for distance learning

Enhancing learning through strategies lecturers use: A snapshot of students\u27 learning at a satellite campus

This study sought to investigate undergraduate Education and Commerce students’ perceptions of learning within a distributed learning environment at the Loftus Education Centre (LEC), University of Wollongong (UOW). The LEC was established in 2003 as part of a distributed learning environment comprising regional campuses and centres to enable UOW to deliver tertiary education opportunities to regional students. It offers both undergraduate and post-graduate degrees. The distance of Loftus from the hub campus requires that, for reasons of economy and efficiency, studies often involve a blended learning approach. Also, the campus is small in size (an enrolment of 286 in 2009), which is a feature that allows for the development of cohesive on-campus learning communities. Thus, its size and its distance from the main campus are features which influence both the nature of the teaching and the learning that takes place. An open-ended questionnaire, based on the instrument used by Calder and Daly (2007) at James Cook University, asked students to identify strategies used by Loftus lecturers that assisted students’ learning. They were also asked which features of their subject environment contributed to their learning. The findings revealed differences between this study and the James Cook University study, raising questions about student engagement and highlighting possibilities for the effective use of blended learning in a distributed learning environment. The findings from the two faculties in this study share a number of similarities and a key difference in relation to technology. This suggests and affordance gap that could be dealt with by student and staff planning of the environment and the technologies used

Distributed Learning in British Columbia: A Journey from Correspondence to Online Delivery

Canada is characterised by a large geographic area, rugged terrain, and many rural communities whose schools cannot offer the same educational opportunities as their urban counterparts. The province of British Columbia exemplifi es this situation. Since 1919, British Columbia has embraced open and distance learning to provide education opportunities across the vast province. British Columbia now has over 50 public and independent (i.e., private) schools offering distributed learning to almost 60,000 students in primary and secondary education