Distance Learning in the Humanitarian Field amid the Coronavirus Pandemic: Risks of Creating Barriers and Innovative Benefits

Glebov, Viktor Aleхandrovich; Popov, Sergey Ivanovich; Lagusev, Yuriy Mikhailovich; Krivova, Anna Leonidovna; Sadekova, Sophia Ravilevna

doi:10.20511/pyr2021.v9nspe3.1258

Cited by 4 publications

(3 citation statements)

References 16 publications

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“…When the students' satisfaction levels are analyzed, it is obvious from the research (Gonçalves et al, 2020;Avsheniuk et al, 2021;Bakhov et al, 2021;Glebov et al, 2021;Todri et al, 2021) that the students' satisfaction levels are high. In some studies, it is pronounced that the general satisfaction level of the participants is moderate (Viktoria and Aida, 2020;Aldossary, 2021;Didenko et al, 2021) and low (Taşkaya, 2021).…”

Section: Perception and Attitudes Toward Distance Learningmentioning

confidence: 99%

Distance Learning in Higher Education During Covid-19

et al. 2022

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COVID-19’s pandemic has hastened the expansion of online learning across all levels of education. Countries have pushed to expand their use of distant education and make it mandatory in view of the danger of being unable to resume face-to-face education. The most frequently reported disadvantages are technological challenges and the resulting inability to open the system. Prior to the pandemic, interest in distance learning was burgeoning, as it was a unique style of instruction. The mini-review aims to ascertain students’ attitudes about distant learning during COVID-19. To accomplish the objective, articles were retrieved from the ERIC database. We utilize the search phrases “Distance learning” AND “University” AND “COVID.” We compiled a list of 139 articles. We chose papers with “full text” and “peer reviewed only” sections. Following the exclusion, 58 articles persisted. Then, using content analysis, publications relating to students’ perspectives on distance learning were identified. There were 27 articles in the final list. Students’ perspectives on distant education are classified into four categories: perception and attitudes, advantages of distance learning, disadvantages of distance learning, and challenges for distance learning. In all studies, due of pandemic constraints, online data gathering methods were selected. Surveys and questionnaires were utilized as data collection tools. When students are asked to compare face-to-face and online learning techniques, they assert that online learning has the potential to compensate for any limitations caused by pandemic conditions. Students’ perspectives and degrees of satisfaction range widely, from good to negative. Distance learning is advantageous since it allows for learning at any time and from any location. Distance education benefits both accomplishment and learning. Staying at home is safer and less stressful for students during pandemics. Distance education contributes to a variety of physical and psychological health concerns, including fear, anxiety, stress, and attention problems. Many schools lack enough infrastructure as a result of the pandemic’s rapid transition to online schooling. Future researchers can study what kind of online education methods could be used to eliminate student concerns.

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Section: Perception and Attitudes Toward Distance Learningmentioning

confidence: 99%

Distance Learning in Higher Education During Covid-19

et al. 2022

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“…In distance learning, the whole educational activities were in the form of presentation, interaction, and evaluation which were as frequently as possible by utilizing information and communication technology [19] [20]. Certainly, it was in accordance with the situation in the field which was based on the field observation or direct review to the school.…”

Section: The Effectiveness Of Curriculum 2013 Towards the Interaction...mentioning

confidence: 99%

The Effectiveness of Curriculum 2013 Implementation on Distance Learning

Priandani¹,

Syamsi²

2022

Advances in Social Science, Education and Humanities Research

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This research aimed to describe the effectiveness of curriculum 2013 implementation through the practice of and interaction in distance learning at schools amidst the COVID-19 pandemic. Aurther investigation was conducted to reveal the influence of teacher-student's learning interaction during a pandemic by applying the distance learning implementation. The research type used was quantitative research using simple regression data analysis technique. Data were collected by distributing an online questionnaire. Employing total sampling technique, the respondents involved in this study were 38 teachers of SMAS Hang Tuah Tarakan. Based on the results, the effectiveness of the 2013 curriculum implementation on distance learning was 72.9%, while the implementation of the 2013 curriculum on distance learning interaction was 61.5%. The effectiveness of the 2013 curriculum implementation activities through distance learning at SMAS Hang Tuah Tarakan was influenced by several factors, support of facilities and infrastructure at school, learning preparation using essential lesson plans, learning implementation using digital videocommunication service (zoom and google meet), and learning implementation using digital platforms (WhatsApp, Telegram, Google Classroom, and YouTube). The significant factors for the success of distance learning interaction were intensive communication between teachers and their colleagues, communication between teachers and students through video conferencing, and communication between teachers,principal and school staffs.

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“…Entretanto, nessas condições, a questão da avaliação pedagógica (PA) do conhecimento dos candidatos ao ensino superior utilizando tecnologias de ensino a distância (DLT) permanece problemática. Os temas do processo educativo estão em busca da opção ideal para o acompanhamento das conquistas da aprendizagem (GLEBOV et al, 2021).…”

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Information and communications technology in distance assessment of learning outcomes in linguistics students

Satkeeva

Ulanova

Filina

et al. 2022

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The purpose of the study is to find the optimal conditions for using digital technologies to evaluate learning outcomes and the quality of educational services. The article presents the results of an empirical study (an anonymous online survey) of the attitude of teachers and students in three Russian universities to pedagogical assessment using distance technologies. The educational environments of higher education institutions of different universities have achievements in activating the use of e-technologies and demand for their development in the pedagogical assessment of learning outcomes remains. The main problems hindering the process of introducing remote assessment of the results of teaching linguists using ICT are the lack of highly qualified personnel; insufficient level of readiness of subjects of the educational process for this form of control; difficulty in forming project groups for the development of educational tests; weak feedback and insufficient motivation among teachers and students.

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Distance Learning in the Humanitarian Field amid the Coronavirus Pandemic: Risks of Creating Barriers and Innovative Benefits

Cited by 4 publications

References 16 publications

Distance Learning in Higher Education During Covid-19

Distance Learning in Higher Education During Covid-19

The Effectiveness of Curriculum 2013 Implementation on Distance Learning

Information and communications technology in distance assessment of learning outcomes in linguistics students

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