A Study on the Factors Affecting the Academic Performance of Distance Education Students and Formal Students

Kör, Hakan; Erbay, Hasan; Demir, Emre; Akmeşe, Ömer Faruk

doi:10.17218/hititsosbil.280829

Cited by 10 publications

(10 citation statements)

References 7 publications

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“…The facts that the number of universities offering distance education programs have increased, that the courses have become more varied and that the number of students applying these programs is rising, raise the question of whether the given education is as efficient as it could be. That is why researchers are continuing to develop and improve online activities (Kör, Erbay, Demir, & Akmeşe, 2016;Reiser & Dempsey, 2012). In addition, individuals who were unable to continue their undergraduate, graduate, or postgraduate education, for whatever reason, may now do so through distance learning.…”

Section: Introductionmentioning

confidence: 99%

A Shift from Classroom to Distance Learning: Advantages and Limitations

Sadeghi

2019

IJREE

361

233

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As there is a great improvement in technology, the demand for innovative ways of delivering education is increasing and this has led to changes in learning and teaching methods. Distance education, which is so different from traditional education, consists of studying from home where students and teachers are physically distant while classroom learning is the type of education system in which the learners and the teachers work under one roof. Electronic means are used to keep students in touch with teachers, provide access to communication between students and bridge the gap and distribute educational material though distance learning programs. Both learning systems have their own advantages and disadvantages. Choosing between these two learning methods highly depends on learners' requirements. In this paper, the researcher aims to discuss history and theories of distance learning, review literature on distant learning, state advantages and disadvantages of distance learning, express implications of the study to learners and teachers, and finally mention suggestions for improving distance learning.

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Section: Introductionmentioning

confidence: 99%

A Shift from Classroom to Distance Learning: Advantages and Limitations

Sadeghi

2019

IJREE

361

233

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“…Students must remain motivated and focused if they want to complete the course in online learning. Online learning is not a good system for students who tend to procrastinate and cannot meet deadlines [74].…”

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confidence: 99%

Exploring Teachers' TPCK: Are Indonesian Language Teachers Ready for Online Learning during the COVID-19 Outbreak?

Fuad¹,

Ariyani²,

Suyanto³

et al. 2020

ujer

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“…Online distance learning is not a good idea for students who procrastinate and cannot meet deadlines. Students need someone to motivate them and focus on completing a course successfully (Kör et al, 2016). In general, online distance learning becomes a solution to continue learning during this pandemic, but the implementation requires a lot of preparation and evaluati-on so that the problems can be adequately resolved (Basilaia & Kvavadze, 2020;Murphy, 2020;Myck et al, 2020;Zhao, 2020).…”

Section: Suggestions For Implementationmentioning

confidence: 99%

Chemistry Online Distance Learning during the Covid-19 Outbreak: Do TPACK and Teachers' Attitude Matter?

Kartimi¹,

Gloria²,

Anugrah³

2021

JPII

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The COVID-19 outbreak has made many countries decide to close schools to prevent the spread, including Indonesia. This leads to online distance learning. Furthermore, online distance learning is carried out by teachers suddenly without prior preparation. Therefore, the teachers' Technological, Pedagogical, Content Knowledge (TPACK), and attitude to conduct online distance learning are crucial. Thus, this study intends to identify chemistry teachers’ TPACK and attitude in online distance learning during the COVID-19 outbreak. Purposed-design survey method was used with 109 participants in Java, Indonesia. The data were collected using online questionnaires then analyzed quantitatively using factor analysis and qualitatively based on the teachers’ response to online distance learning during the COVID-19. The questionnaire used consisted of 36 close-ended statements with a Likert scale and 10 open-ended questions to find out challenges and opportunities for implementing chemistry online distance learning. The results show that the teachers try to adapt their way of teaching and assessment by using various technology platforms for online distance learning. The attitude and TPACK of the teachers tend to be positive in responding to online distance learning even though some senior teachers have a negative tendency to the aspects of attitude and technological knowledge. It can be implied that training in the use of various technologies, and enhancement of chemistry teachers’ TPACK skills are needed to produce better online distance learning. These results are expected to provide an overview of the challenges and opportunities of online distance learning in chemistry during or beyond the COVID-19 outbreak.

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A Study on the Factors Affecting the Academic Performance of Distance Education Students and Formal Students

Cited by 10 publications

References 7 publications

A Shift from Classroom to Distance Learning: Advantages and Limitations

A Shift from Classroom to Distance Learning: Advantages and Limitations

Exploring Teachers' TPCK: Are Indonesian Language Teachers Ready for Online Learning during the COVID-19 Outbreak?

Chemistry Online Distance Learning during the Covid-19 Outbreak: Do TPACK and Teachers' Attitude Matter?

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