Distance Training of Higher Education Specialists Using Virtual Presence Technologies

Семенець, В. В.; Semenets, Valerii; Аврунін, Олег; Nosova, Tamara M.; Chuguy, E.; Nosova, Ya.; Gryshkov, O.

doi:10.35598/mcfpga.2020.015

Cited by 1 publication

(3 citation statements)

References 4 publications

(6 reference statements)

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“…Therefore, the setbacks in teacher performance at the lower level of education in the country could be due to an ineffective teacher training system. For DE mode teacher training institutions in Ghana to effectively train professionals for quality classroom teaching, the curriculum needs to be well-planned to emphasize the use of an independent and social approach to learning with adequate current technological assistance (Kumi-Yeboah et al, 2014;Semenets et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…The evolution of DE appears to have given rise to the use of different terms to explain what it is. For instance, while in academia, the term ''distance learning'' is a preference for describing DE (Badu-Nyarko, 2013;Hong & Jung, 2011;Larson & Owusu-Acheaw, 2016), in the industry, the term ''distance training'' is instead commonly used (Essig, 2020;Semenets et al, 2020). The popularity of DE in recent times has mainly been attributed to its flexibility allowing instructors and students to interact remotely at their convenience (Essig, 2020).…”

Section: Theorizing Distance Educationmentioning

confidence: 99%

“…The practice of Distance Education (DE) is presumed to have started in Europe in the early part of 1800. It has since evolved, and currently, it only does not complement the traditional face-to-face campus-based tuition but also serves as a reliable alternative learning mode across the globe (Carrillo et al, 2020;Przymusza1a et al, 2022;Semenets et al, 2020). According to Przymusza1a et al (2022), since the inception of DE, authorities have differed in its understanding, explanation, and usage, leading to persistent challenges in its conceptualization.…”

Section: Theorizing Distance Educationmentioning

confidence: 99%

See 2 more Smart Citations

Training Teachers by the Distance Mode: Implications for Quality Teacher Performance in Pre-Tertiary Schools

Salifu,

Chirani,

Amoah

et al. 2023

Sage Open

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This research examined the influence of the distance mode of teacher training on quality teacher performance at the pre-tertiary level of education in Ghana. The study used the quantitative approach involving 304 participants who completed teacher training through the distance education mode and taught at the Kindergarten, Primary School, Junior High School, and Senior High School. Data were sourced via a survey questionnaire and follow-up in-class observations. Analyses were made analyzed using descriptive statistics and ANOVA. The survey results revealed that, generally, the teachers engaged in quality classroom performance. Data from the in-class follow-up observations largely confirmed the teachers’ performance self-assessment as measured by the survey. It is hoped that the discussion stimulated by the findings will affect the general discourse on the impact of performance assessments on teacher learning and teaching practices at the pre-tertiary level in Ghana and beyond. Although this research is limited in generalizability because of its focus on only a Ghanaian context, it has some significant implications for teaching practices and the quality of teacher performance assessments across the globe.

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Section: Resultsmentioning

confidence: 99%