International Perspectives of Distance Learning in Higher Education

This book, written by authors representing 12 countries and five continents, is a collection of international perspectives on distance learning and distance learning implementations in higher education. The perspectives are presented in the form of practical case studies of distance learning implementations, research studies on teaching and learning in distance learning environments, and conceptual and theoretical frameworks for designing and developing distance learning tools, courses and programs. The book will appeal to distance learning practitioners, researchers, and higher education administrators. To address the different needs and interests of audience members, the book is organized into five sections: Distance Education Management, Distance Education and Teacher Development, Distance Learning Pedagogy, Distance Learning Students, and Distance Learning Educational Tools

Rapid migration from traditional or hybrid to fully virtual education in the age of the coronavirus pandemic: challenges, experiences and views of college and university students

The abrupt outbreak of the coronavirus pandemic throughout the world in March 2020 resulted in the sudden closure of all schools, colleges and universities, institutions, and an unprecedented pivot to remote learning. Students and teachers were confronted with the overwhelming challenge of migrating from the traditional face-to-face or hybrid mode of education to fully virtual learning and assessment environments within an extremely short amount of time. This migration was exceptionally difficult, as it took place halfway through the academic or school year in most countries. While pandemic restrictions currently vary across different regions, the 2020-2021 academic session continues to pose challenges despite the experience gained. In addition to a review of the current state-of-the-art in relation to the effects of COVID-19 on teaching and learning, this paper reports on an empirical study carried out in 26 countries (from Asia, Europe, Africa and America), by 36 academics from 29 academic institutions. Through an extensive global survey of college and university students, information was collected about the challenges (technological, economic, psychological) faced by them, as a result of the pandemic. We also asked the students’ to offer their ideas and suggestions for further improvements in teaching and learning, as we look toward a post-COVID world. In this paper, we address issues relating to the availability of, and accessibility to, necessary digital technologies (e.g., learning and communication platforms), isolation, disconnection, and loneliness among students, the overall impact of the pandemic on learning and academic performance, and the reliability of assessment methods., cybercrime dangers and fake information. A total of 1005 responses to the survey were received and analysed. The results are presented in this paper together with reflections of the authors. The paper concludes with a summary of suggestions for process improvements in distance education, and the need for preventive preparedness in the post-COVID period

Using mobile phones to improve educational outcomes : an analysis of evidence from Asia

The article reviews available evidence regarding the educational benefits that mobile phones may provide in the developing world. It explores the results of six mLearning (or e-learning) projects that took place in several developing countries in Asia – the Philippines, Mongolia, Thailand, India, and Bangladesh. The article concludes with a discussion of the potential of mobile phone-facilitated mLearning as well as with indications for possible future areas of research. Analysis of the projects indicates that while there is important evidence for mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning

EFFECTIVE USE OF MOBILE PHONES IN ENHANCING EDUCATION OUTCOMES IN KENYA - A HISTORICAL STUDY ON FACTS AND MISCONCEPTION OF MOBILE PHONES USES BY STUDENTS

The primary objective of the educational process is the development of the thinking of learners. This paper deals with the development of learners' thinking in mathematics, in the transition from the acquisition of calculation algorithms to the acquisition of the algorithmic rules. Algorithmic rules need to be understood and it means the need to change the way of teaching. A substantial change in teaching is the use of question-answer system. This system is described in the paper in terms of pedagogy and psychology, and all these facts lead to comprehensive view of the application of the system in teaching mathematics. In the next part of the article we describe the features of learners thinking. When the method of substitution is taught properly, these features enrich the learners‘ thinking. The method of substitution is the first algorithmic rule.  Article visualizations