The Qualifications and Views of Instructors in the Distance  Education System

Etemi, Blerta Prevalla; Зульфугарзаде, Т.Э.; Sokolova, Natalia L.; Batkolina, Viktoriia V.; Besedkina, Natalya I.; Sakhieva, Regina G.

doi:10.3991/ijet.v16i22.26067

Cited by 3 publications

(3 citation statements)

References 25 publications

(44 reference statements)

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“…The combination of face-to-face and virtual learning provides its own advantages for students. Students can access learning materials online and frequently [59,60]. This provides opportunities for students to learn independently and interpret the learning that has been done in order to understand the concepts of the material being studied.…”

Section: B Discussionmentioning

confidence: 99%

Hybrid Learning for Conceptual Understanding Skills in Mathematics: A Meta-Analysis

Helsa¹,

Turmudi²,

Juandi³

2023

IJIET

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The previous studies regarding hybrid learning and mathematics concept showed that there is an inconsistent effect of hybrid learning on students’ conceptual understanding skills in mathematics. The purpose of this study is to approximate and examine the effect of hybrid learning on students’ mathematical conceptual understanding skills and some moderating factors predicted in affecting students’ heterogeneous mathematics concept. Meta-analysis was employed to conduct this study by selecting random effect model. The process of literature search and selection established 39 documents published in 2011 – 2021. Hedges’ equation was used to measure the effect size. Data analysis employed Z test and Q Cochrane test supported by the Comprehensive Meta-Analysis (CMA) software. The results showed that hybrid learning had a moderate positive effect (g = 0.867; p < 0.05) on students’ conceptual understanding skills in mathematics. This study indicates that hybrid learning is effective in enhancing students’ mathematical conceptual understanding skills. Furthermore, educational level, geographical location and group size of intervention were not the significant moderating factors. It means that students’ heterogeneous mathematics concept in hybrid learning process were not affected by the moderating factors. This study suggests mathematics teacher and lecturer to implement hybrid learning as an alternative mathematics learning in enhancing students’ mathematics concept.

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Section: B Discussionmentioning

confidence: 99%

Hybrid Learning for Conceptual Understanding Skills in Mathematics: A Meta-Analysis

Helsa¹,

Turmudi²,

Juandi³

2023

IJIET

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show abstract

“…University teachers have cited high student-teacher interaction, instant question and answer opportunity in the classroom, and student check-ups as significant advantages in face-to-face study [13]. In creating our solution, instead of accurately predicting the student's learning success, we focused more on creating an opportunity to find an opportunity to notice the problem, providing the teacher with an opportunity to get involved in time and turn the learning progress in a positive direction.…”

Section: Knowledge Acquisition Surface (Kas)mentioning

confidence: 99%

Use of Knowledge Acquisition Surface to Monitor and Assess Students’ Success

Daugule¹,

Kapenieks²,

Timsans³

2022

Int. J. Emerg. Technol. Learn.

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The aim of the Knowledge Acquisition Monitoring (KAM) approach created is to teach faster and/or more in a particular time frame. The KAM Question Framework that was designed according to the KAM approach ensures the active involvement of the students in the study process and provides them with relevant and updated content in real-time. The obtained data enables understanding the nature of knowledge acquisition - to improve the content, and enhance the efficiency of the learning process. 3-D coordinates were used to design the Knowledge Acquisition Surface (KAS). This surface describes the relevance of the e-course content to the needs of a student or group of students. The course suitability evaluation is performed considering the area in which the obtained knowledge acquisition data point is located. The approach provides the teacher with insight into the specific needs of students, and facilitates e-course improvement.

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“…Also, when talking about web-based learning, it can be considered an educational technology system based on a philosophical basis and modern educational theories in which the learner passes planned and studied experiences within flexible e-learning environments based on computers and networks that support learning processes at any time or place [3]. However, there is still a gap between the way students learn in the classroom and the way students live their lives using second-generation technology (Web 2) that relies on social interaction.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Virtual Classrooms and Google Sites on Teaching Computer Skills Courses: Karak University College-Jordan

Allahawiah¹,

Altarawneh²,

Almajaly³

2023

Int. J. Emerg. Technol. Learn.

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This study aimed to investigate the effect of both virtual classrooms and Google sites in teaching computer skills courses in Al- Karak College of Al-Balqa Applied University. The study used two different teaching strategies (WizIQ Virtual Classroom) and (Google Sites). The participants of the study were selected by a simple random sample. They were selected from the students of Al- Karak College of Al-Balqa Applied University who are signed up in a computer skills course which is a compulsory subject. The participants were chosen from different majors for the academic year of 2019-2020. The total number of student's are160. But 50 students (male and female) were collected randomly. They were divided into three main groups. The study showed a number of findings. Most importantly, the results of the group which was taught by (WizIQ Virtual) had better academic achievements than the control group in the post-test also, the group that was taught, according to Google, outperformed the control group Using (WizIQ Virtual) has facilitated their access to the needed information so, they did better. This study recommends instructors and teachers invest and use this strategy i.e., “WizIQ Virtual” in teaching this course. This may be due to various reasons: for example, it increases the academic achievements of the students. The study also recommends the Ministers of Higher Education and Scientific Research apply (Google sites) and (WizIQ Virtual) in teaching this course in all our Jordanian Universities.

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The Qualifications and Views of Instructors in the Distance Education System

Cited by 3 publications

References 25 publications

Hybrid Learning for Conceptual Understanding Skills in Mathematics: A Meta-Analysis

Hybrid Learning for Conceptual Understanding Skills in Mathematics: A Meta-Analysis

Use of Knowledge Acquisition Surface to Monitor and Assess Students’ Success

The Impact of Virtual Classrooms and Google Sites on Teaching Computer Skills Courses: Karak University College-Jordan

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