The Advantages and Challenges of Distance Learning

Silva, Liciana Dias da; Souza, Dionê Pereira; Rodrigues, Camila Karem de Oliveira; Lima, Elizeth Gonzaga dos Santos; Matos, Jéssica Gonçalves de; Tessaro, Elen Caroline; Malange, Fernando Cezar Vieira

doi:10.22161/ijaers.99.54

Cited by 2 publications

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“…The origins of education delivered by distance learning trace back to the 18th century, when on 20 March 1728, the Boston Gazette, advertised teaching and tutoring on the subject of shorthand, which Professor Caleb Phillips delivered by correspondence [1]. Numerous authors have described the history of distance learning in depth [1,2] but it is of interest to note that, within the United Kingdom, during the 1840s, Sir Isaac Pitman established the first correspondence teaching school. Pitman delivered not only shorthand teaching, but also assessment and feedback using distance learning as he sent postcards to students on to which they would transcribe passages from the Bible and return, by post, for correction [2,3].…”

Section: Introductionmentioning

confidence: 99%

“…Numerous authors have described the history of distance learning in depth [1,2] but it is of interest to note that, within the United Kingdom, during the 1840s, Sir Isaac Pitman established the first correspondence teaching school. Pitman delivered not only shorthand teaching, but also assessment and feedback using distance learning as he sent postcards to students on to which they would transcribe passages from the Bible and return, by post, for correction [2,3]. Globally, correspondence education expanded, during the 19th century, with a significant event occurring in 1858, when the University of London pioneered the delivery of global degree level education by correspondence distance learning education [4].…”

Section: Introductionmentioning

confidence: 99%

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Group Assessments to Help Build Online Learning Communities in Biomedical Science Distance Learning Programmes

Millar,

Purkis,

Moore

et al. 2023

Br J Biomed Sci

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Introduction: Biomedical Science distance learning courses offer flexibility in study while in employment. Asynchronous and self-learning approaches are common within such courses and often student-student interaction is limited. The aims of this study were to establish learning communities, develop confidence in participating in online teamwork and foster an appreciation of transferable skills including digital capabilities through remote group activities.Materials and Methods: Two cohorts of students (n = 20/n = 21) were enrolled in a microbiology module of an IBMS accredited MSc distance learning course. Groups of 4–5 students produced a digital output relating to current global infection-related issues, namely, assignment 1, production of a slide deck, which peers could use as learning resources and assignment 2, a voiceover PowerPoint debate, and infographic, voting assessment and peer/self-marking. Students also prepared reflections using written format and a FlipGrid video-recording. A qualitative content analysis was conducted on reflections from all students. Students completed a pre- and post-assignment survey focused on the development of transferable skills for the biomedical sector.Results: Students’ skills and confidence increased following completion of the group assignment, as evident from the pre- and post-questionnaire responses, namely, possession of digital skills and digital creation abilities (29% v 83%), applying for jobs which require digital skills (54% v 89%), talking about examples of using digital media during job interviews (21% v 78%) and demonstration of creativity during assignment tasks (33% v 90%). Critical thinking was more commonly demonstrated during the debate in comparison to the slide deck activity (p = 0.001). The importance of developing digital skills, was higher following completion of the group activities (p = 0.03). Students reflected on the value of the group activities in relation to knowledge acquisition (85%, 86%), collegiality (70%, 71%), digital skills development (80%, 90%), the fact that the activities were enjoyable (70%, 67%) and the development of peer interaction and support (50%, 67%) in relation to assignment 1 and 2, respectively.Discussion: Increasingly digital technologies are being used in the healthcare sector resulting in updated HCPC Standards of Proficiency. This study highlights that virtual group activities promote the establishment of supportive learning communities and the development of transferable skills including digital capabilities for application within the biomedical science workplace.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Group Assessments to Help Build Online Learning Communities in Biomedical Science Distance Learning Programmes

Millar,

Purkis,

Moore

et al. 2023

Br J Biomed Sci

View full text Add to dashboard Cite

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Pedagogical conditions of applying distance learning technologies in the system of higher professional education

Raimkulova,

Botakanova,

Karagozueva

et al. 2024

E-Learning and Digital Media

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The purpose of this study was to identify pedagogical conditions that would successfully model with distance learning technologies for students in higher education. For this, the degree of satisfaction was investigated in 206 1st-4th-year students of speciality “Pedagogy” by questionnaire method and application of distance learning was studied in 28 teachers of the Institute of Continuous and Distance Education of K. Karasaev Bishkek State University. The study described the definition of distance learning, analysed the types of learning in the system of higher professional education, named the advantages and disadvantages of distance learning, principles and forms of learning, pedagogical methods. Student questionnaire data show that 11% of respondents are not satisfied with distance education. Degrees of dissatisfaction include internet outages, quality of education, lack of communication with classmates and teachers. However, 89% favoured this type of learning. The key advantages of distance learning are the time and budget saving for travelling and living, comfortable home learning conditions, availability of searching for necessary information, free choice of pace and time of learning. As a result of the interviews with the teachers of the institute, the following aspects were voiced that require improvement: students’ assimilation of information, lack of teaching experience in conducting this type of classes, as well as administrative issues. The study showed that distance learning technologies differ from the conventional form, being aimed at the development of students’ independent activity; obtaining knowledge and skills are oriented towards the application of information technology, search and exchange of information. Successful application of distance technologies in education requires systematic work on professional activities of teachers, increasing students’ interest in distance learning, establishing a relationship with students’ parents, and uninterrupted operation of Internet resources.

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The Advantages and Challenges of Distance Learning

Cited by 2 publications

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Group Assessments to Help Build Online Learning Communities in Biomedical Science Distance Learning Programmes

Group Assessments to Help Build Online Learning Communities in Biomedical Science Distance Learning Programmes

Pedagogical conditions of applying distance learning technologies in the system of higher professional education

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