The Evolution of Distance Learning and Online Education

Kurzman, Paul A.

doi:10.1080/08841233.2013.843346

Cited by 42 publications

(16 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ludwing-Hardman and Dunlap (2003) suggested that this significant growth is due to the fact that distance learning programs satisfy many of the obstructions that conventional campus-located educational programs have, such as the need to attend classes that normally means a geographical relocation, conflicts between work and course schedules and family commitment conflicts. Although the great accessibility of Internet and the technological revolution have definitely contributed to the noticeable expansion of the distance and online programs in higher education (Kurzman, 2013), the main pitfalls of distance programs must be found in the effects of the fact that students and teachers are not in the same physical place, causing a growth of an "isolation feeling, lack of self-direction and management, and a decrease in motivation levels" (Ludwing-Hardman & Dunlap, 2003: page 1) because of the lack of interaction (Ludwing-Hardman & Dunlap, 2003;Ali & Smith, 2015). The effects of this isolation not only influenced the students' academic achievements, but also the promotion of negative attitudes and dissatisfaction with the learning experience causing even course withdrawal (Thompson, 1990;Ali & Smith, 2015).…”

Section: Introductionmentioning

confidence: 99%

Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

Jeong

González‐Gómez

Cañada-Cañada

et al. 2019

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

show abstract

Section: Introductionmentioning

confidence: 99%

Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

Jeong

González‐Gómez

Cañada-Cañada

et al. 2019

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

show abstract

“…Nonetheless, an emerging body of research supports the effectiveness of remote/online educational methods on practice-based learning outcomes, if the course is thoughtfully designed and well-executed. (Cummings et al 2013 , Hamilton 2017 ; Kurzman 2013 , 2019 ; Petracchi et al 2005 ; Regan 2016 ). Findings from this study indicated that most students were receptive to technology-based simulations, and at least some acknowledged the potential of applying what they learned during simulations within practice settings to improve access to marginalized communities.…”

Section: Discussionmentioning

confidence: 99%

A Pilot Study of Peer-to-Peer SBIRT Simulation as a Clinical Telehealth Training Tool During COVID-19

et al. 2021

View full text Add to dashboard Cite

Screening, Brief Intervention and Referral to Treatment (SBIRT), is an evidence-based approach to screening and early intervention for those at risk of substance use disorders. With the ongoing health concerns related to COVID-19, there is an increased need for social workers who can competently deliver evidence-based interventions, such as SBIRT, via telehealth. Due to the COVID-19 pandemic, traditional SBIRT training approaches using face-to-face (FTF) instruction and FTF simulated practice may not be a safe or feasible way to develop students’ SBIRT- related skills. This study explores 35 social work graduate students’ experiences of learning SBIRT skills in a remote learning format and subsequently delivering a SBIRT intervention to a live “client” via a peer-to-peer simulated telehealth session. Overall, students reported that the shift from FTF to remote learning made learning SBIRT skills difficult, and that providing brief intervention and referral was the most difficult step of the simulated SBIRT telehealth intervention. Qualitative feedback indicates that overall, students found the simulated telehealth sessions a valuable learning experience, but also reported that richer educational experiences would have resulted from additional practice opportunities and real time feedback. Implications for future research, simulation-based education and clinical practice are discussed.

show abstract

“…to promote social justice and empowerment (Coe Regan & Youn, 2008;Gates & Walters, 2015;Maidment, 2005;Wretman & Macy, 2016). For example, Kurzman (2013) notes that "the online revolution offers intriguing opportunities for broadening and extending access to social work education" (p. 336). More recently, there is increasing interest among scholars, including those who are part of the American Academy of Social Work and Social Welfare's Grand Challenges, to understand methods to "harness technological advancements and leverage digital advances for social good" (Berzin, Singer, & Chan, 2015, p. 3).…”

Section: Background Of Moocsmentioning

confidence: 99%

“…This call for innovation and engagement presents a platform for exploring additional types of technological advances, such as MOOCs. MOOCs were first known to be offered in 2011 by Stanford University (Gates & Walters, 2015;Kurzman, 2013). Since that time, educational platforms including Coursera (2019) and edX (2019) have served as a home to hundreds of MOOCs on topics that range from business management to the history of art.…”

Section: Background Of Moocsmentioning

confidence: 99%

The Global Reach of Social Work:

Richards‐Schuster

Ruffolo²,

Hoffman³

et al. 2020

ASW

View full text Add to dashboard Cite

Technological innovations in social work education support efforts to expand the global reach of social work education. Massive open online courses (MOOCs) represent one type of innovation; however, little is known about their potential for promoting global social work. In 2015, our school of social work developed the first known social work MOOC using the edX platform. In this paper, we explore the initial voluntary survey data from registrants (n=992) to determine participation patterns and motivations. Our data indicates that the MOOC engaged participants from over 180 countries, with over one-third (35%) from the United States. Over 40% of participants rated themselves as novices with social work content. Thematic analysis of open-ended responses suggests that many participants were working in organizations or NGOs and wanted information about how to be more effective as a worker in these settings. Their participation in the MOOC allowed for exploration of a social work educational program. Further analysis of demographic trends, motivations, and participation levels suggests that MOOCs can be a platform for extending the reach of social work education to global social work settings. More research is needed to fully explore the potential of this educational platform for expanding the reach of social work education globally.

show abstract

The Evolution of Distance Learning and Online Education

Cited by 42 publications

References 3 publications

Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

A Pilot Study of Peer-to-Peer SBIRT Simulation as a Clinical Telehealth Training Tool During COVID-19

The Global Reach of Social Work:

Contact Info

Product

Resources

About