The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Mahlangu, Vimbi Petrus

doi:10.5772/intechopen.75702

Cited by 69 publications

(64 citation statements)

References 21 publications

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“…Perceived needs may account for the students' apprehensions regarding taking DE courses. To promote this type of instruction, IHEs could address students' concerns (Mahlangu, 2018). Open schedule and blended learning courses were the two preferred formats stated by the participants.…”

Section: Discussionmentioning

confidence: 99%

Students’ perceptions on distance education: A multinational study

Fidalgo

Thormann

Kulyk

et al. 2020

Int J Educ Technol High Educ

244

147

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Many universities offer Distance Education (DE) courses and programs to address the diverse educational needs of students and to stay current with advancing technology. Some Institutions of Higher Education (IHE) that do not offer DE find it difficult to navigate through the steps that are needed to provide such courses and programs. Investigating learners' perceptions, attitudes and willingness to try DE can provide guidance and recommendations for IHEs that are considering expanding use of DE formats. A survey was distributed to undergraduate students in Portugal, UAE and Ukraine. The results of this pilot study showed that in all three countries, students' major concerns about such programs were time management, motivation, and English language skills. Although students were somewhat apprehensive many indicated they were interested in taking DE courses. Six recommendations informed by interpretation of students' responses and the literature, are offered to assist institutions who want to offer DE as part of their educational strategy.

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Section: Discussionmentioning

confidence: 99%

Students’ perceptions on distance education: A multinational study

Fidalgo

Thormann

Kulyk

et al. 2020

Int J Educ Technol High Educ

244

147

View full text Add to dashboard Cite

show abstract

“…According to Mahlangu (2018), self-access and virtual learning approaches encourage features like complex communication and digital literacies by using advanced technological levels and shifting learners from using traditional textbooks to utilizing virtual learning for assimilation of a course content. This learning innovation has become crucial during the COVID-19 period since it encourages "student-faculty contact, cooperation among students, and active learning.…”

Section: Advantages Of Self-access and Virtual Learning Approachesmentioning

confidence: 99%

Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning during the COVID-19 Pandemic

Ghazali¹

2020

SISAL

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The outbreak of the COVID-19 pandemic has represented a substantial challenge to educators worldwide with almost no predefined plans to deal with the negative outcomes of such crises and emergencies. The closure of schools and universities has forced public and private educational institutions to look for alternative methods for students to continue learning and understanding the remaining syllabi. Since attending on-campus classes has become impossible, and congregating in public places has become limited, self-access and virtual learning have become popular teaching modes implemented through self-access platforms. This paper sheds light on the negative consequences of COVID-19 on L2 learning and the different pathways self-access and virtual learning provide to students who have been deprived of face-to-face instruction. It also outlines the opportunities and challenges of these digital learning forms and online platforms that enhance self-access learning. Moreover, this paper provides an analysis of the practical mediums that foster learner autonomy in L2 settings and the responsibilities of students, teachers, and educational authorities in facilitating self-access learning. This paper eventually proposes that disrupted classes do not necessarily mean disrupted learning when self-access learning is facilitated, appropriate training is given, and students’ motivation and autonomy are enhanced.

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“…Conversely, there remain many challenges and obstacles which obstruct using it's effectively. The process of integrating e-learning into teaching and learning can be a complex procedure that may face several difficulties that are sometimes called barriers or obstacles to integrating e-learning [17].…”

Section: Introductionmentioning

confidence: 99%

E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It

Diab¹,

Elgahsh²

2020

AJNS

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Background: E-learning is the use of the internet and its related devices for educational purposes without geographical restrictions, especially after the outbreak of the coronavirus pandemic, which led to a disruption of education in the classrooms in Egypt and around the world. Teaching and learning via the internet is a novel experience for most teachers and students. Aim: to investigate the effect of obstacles faced nursing students on their attitudes towards e-learning while applying it during COVID-19 pandemic. Design: A descriptive correlational research design. Setting: The study was conducted at Faculty of Nursing, Menoufia University, Egypt. Subjects: A stratified random sample technique was employed for the selection of 30% from the students in each of the four academic years enrolled in Faculty of Nursing, Menoufia University during the academic year 2019/2020. Tools: Interviewing questionnaire, attitude towards e-learning scale, and obstacles of e-learning questionnaires. Results: The results revealed that overall, 61.6% of students had negative attitudes towards e-learning. There was the highest level of total obstacles present among academic students in the first year were (67.6%) and the lowest level of total obstacles present among academic students in the fourth year was (55.7%) that faced nursing students during using e-learning. the most common dimensions of obstacles to e-learning were infrastructure and technology, technical and management support, and instructors' characteristics (87.1%, 85.2%, and 82.9%, respectively). Conclusions: There was a high statistically significant negative correlation between obstacles facing nursing students, and their attitudes toward e-learning. Recommendations: The Board Directors of the Faculty of Nursing must take the necessary measures to improve electronic learning and teaching during the closure. Also, a systematic strategy should be followed to implement e-learning since it is a new experience for Menoufia University.

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The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Cited by 69 publications

References 21 publications

Students’ perceptions on distance education: A multinational study

Students’ perceptions on distance education: A multinational study

Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning during the COVID-19 Pandemic

E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It

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