A Remote Access Robotics And Plc Laboratory For Distance Learning Program

The Star Schools distance learning program, sponsored by the U.S. Department of Education, is charged with serving “underserved” students. A recently concluded national evaluation of the program assessed the extent to which the program addressed the equity issue as defined in the legislation, that is, whether students in remote, rural areas and economically disadvantaged students were served by Star Schools. The study found that two distinct types of distance learning experiences are offered to students with equally distinct characteristics. A declining number of Star Schools courses are full courses, mainly in advanced mathematics and science or foreign languages, offered primarily to students in remote rural areas. At the same time, students in urban areas are receiving supplemental courses, mainly in elementary schools, in mathematics and science. These differences hinge on different definitions of “underserved.”

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DVD-Based Distance-Learning Program for University Entrance Exams in Bangladesh

AEA Randomized Controlled Trials ◽

10.1257/rct.7881 ◽

2021 ◽

Author(s):

Yasuyuki Sawada

Keyword(s):

Distance Learning ◽

Learning Program ◽

Entrance Exams ◽

Distance Learning Program

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Exploring Open Distance Learning at a Jordanian University: A Case Study

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v10i2.599 ◽

2009 ◽

Vol 10 (2) ◽

Cited By ~ 8

Author(s):

Khalil M. Dirani ◽

Seung Won Yoon

Keyword(s):

Distance Learning ◽

Administrative Support ◽

Qualitative Approach ◽

Structured Interviews ◽

Learning Program ◽

Arab Region ◽

Adverse Conditions ◽

E Learning ◽

Distance Learning Program

This case study explores an open distance learning program offered by the Information Technology and Computing (ITC) department at AOUJ, a major university in Jordan. It provides an overview of e-learning in the Arab region and explores factors that affect ODL quality in the Arab Open University in Jordan (AOUJ). The research utilized a qualitative approach, which included five lengthy semi-structured interviews with the program director, two instructors, and three students. Three important conclusions can be drawn from the study about e-learning in the Arab region: (1) the existence of adverse conditions, (2) the presence of strong instructional practices, and (3) the need to improve administrative support.

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Distance Learning Program for Teachers at The Kigali Institute of Education: An expository study

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v7i2.301 ◽

2006 ◽

Vol 7 (2) ◽

Cited By ~ 3

Author(s):

Dariya Mukamusoni

Keyword(s):

Distance Learning ◽

Academic Staff ◽

Group Discussion ◽

Faculty Members ◽

Learning Program ◽

Service Program ◽

Software Analysis ◽

Service Training ◽

Service Departments ◽

Distance Learning Program

In 2001, a program of distance learning was started within Kigali Institute of Education in collaboration with the Rwanda's Ministry of Education. It is an in-service training program that aims to upgrade in-service secondary school teachers and alleviate the shortage of teachers both in terms of quality and number. This program runs parallel to a pre-service program, also conducted within the Kigali Institute. Academic staff members working in the pre-service program are involved in this distance learning program. After three years, a descriptive qualitative case study was conducted to determine the experiences of academic staff involved in the distance learning program. Purposive and theoretical sampling was used for participants’ identification and inclusion. Individual unstructured interview and focus group discussion was used to gather the data. A qualitative software analysis called NVivo 2, developed by Qualitative Solutions and Research (QSR) International in 2002, was used to compile and analyse the data. Results of the study revealed that faculty members involved in both in-service and pre-service programs face challenges associated with heavy workload. Moreover, the pre-service program is typically prioritized at the expense of the distance learning in-service program. Academic relationships between faculty members and tutors also need to be reinforced. Serving as the critical link between the distance learning in-service program and pre-service departments and faculties, this research also shows that course coordinators play a pivotal role in the smooth operation of the distance learning program.

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

Journal of Technology and Science Education ◽

10.3926/jotse.530 ◽

2019 ◽

Vol 9 (2) ◽

pp. 217 ◽

Cited By ~ 7

Author(s):

Jin Su Jeong ◽

David González-Gómez ◽

Florentina Cañada-Cañada ◽

Alejandrina Gallego-Picó ◽

Juan Carlos Bravo

Keyword(s):

Distance Learning ◽

Active Learning ◽

Learning Outcomes ◽

Self Efficacy ◽

Positive Emotions ◽

Positive Impact ◽

Efficacy Beliefs ◽

Learning Program ◽

Brick And Mortar ◽

Distance Learning Program

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.

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Preliminary Testing of an Asthma Distance Education Program (ADEP) for School Nurses in Appalachia

The Journal of School Nursing ◽

10.1177/1059840511420162 ◽

2011 ◽

Vol 27 (6) ◽

pp. 411-415 ◽

Cited By ~ 6

Author(s):

Heidi Putman-Casdorph ◽

Susan Pinto

Keyword(s):

Distance Learning ◽

West Virginia ◽

Pilot Project ◽

School Nurses ◽

Control Group ◽

Learning Technology ◽

Learning Program ◽

Asthma Education ◽

Viable Solution ◽

Distance Learning Program

Asthma remains one of the most challenging chronic illnesses faced by school nurses both nationally and in the State of West Virginia. There is a clear need to provide ongoing continuing asthma education to school nurses. However, nurses face many barriers to receiving this education. The purpose of this pilot project was to develop and evaluate distance learning technology as a method to deliver continuing asthma education to school nurses in West Virginia. A sample of 20 school nurses from 2 counties in West Virginia participated in the study using the Wimba live classroom distance learning program. Significant modest improvements were found in both the intervention groups compared to a control group postintervention. The results of this pilot study are promising and show that distance learning technology could be a viable solution for school nurses to receive asthma continuing education.

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