scholarly journals COMO A EDUCAÇÃO A DISTÂNCIA PODE CONTRIBUIR COM A EDUCAÇÃO PRESENCIAL?

EAD em FOCO ◽  
2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Nádia Prazeres Pinheiro-Carozzo ◽  
Mauro Enrique Carozzo-Todaro
Keyword(s):  
Distance Education ◽  
Teaching Practice ◽  
Evaluation Process ◽  
Online Questionnaire ◽  
Face To Face ◽  
Pedagogical Action ◽  
The Face ◽  
On Line ◽  
Face To Face Learning ◽  
Share Information

Na modalidade de Educação a Distância (EaD), com o apoio da equipe multidisciplinar, professor, estudantes e tutor se relacionam social e midiaticamente, ou seja, encontram-se virtualmente para trocar conhecimentos e informações, exigindo a adoção de um novo conceito de aula, sala de aula, aluno e professor. Este estudo teve como objetivo verificar se a experiência do professor com a EaD contribui ou contribuirá com o trabalho do professor no ensino presencial, bem como, identificar de que forma, na sua atuação com o ensino presencial, essa contribuição pode ser vista e implantada. Setenta e dois professores responderam a um questionário on-line elaborado para esta pesquisa. Pelos resultados, 97% dos respondentes relatam que a experiência em EaD contribuiu de forma significativa para sua prática docente como professor presencial. Mais especificamente, constatou-se que as contribuições se deram nos seguintes aspectos: 68% dos professores aproveitaram a experiência e os conhecimentos adquiridos no processo avaliativo; 41,6% aproveitaram o uso de redes sociais; 70,8%, a incorporação de mídias; 59,7%, planejamento da ação pedagógica; e 50% referiram a incorporação de novos conteúdos. Conclui-se que as experiências em EaD são transpostas e aproveitadas na modalidade presencial e que, portanto, a EaD pode contribuir para o aperfeiçoamento do trabalho docente e, por conseguinte, na melhoria da qualidade da educação. Palavras chave: Educação a Distância; Educação Presencial; Aproveitamento de aprendizagens.  How Can the Distance Education Contribute to the Face to Face Education? Abstract In the Distance Education, with the support of a multidisciplinary team, professor, student and tutor interact social and virtually, they get in touch through the internet, in order to share information and knowledge, requiring the adoption of a new concept of class, classroom, student and teacher. The aim of this study is to verify if the experience that the teacher had in Distance Education contributes or will contribute to his/her work in Presencial Learning Education, as well as to identify how, in his performance with face to face classroom, this contribution can be seen and deployed. Seventy two professors answered an online questionnaire elaborated for this research. From the results, 97% of them reported that their experience in Distance Education contributed, in a significant way, to their teaching practice as a professor at face to face education. More specifically, it was found that the contributions are given in the following aspects: 68% of the professors used the experience and knowledge at the evaluation process; 41.6% at the using of social networks; 70.8% embedding media; 59.7% planning the pedagogical action; and 50% incorporating new contents on their subject. The experiences in Distance Education are useful and repeated at the classroom mode education and, therefore, the Distance Learning is an education modality that contributes to the improvement of teaching and, consequently, to the improvement of education quality.Keywords: Distance Education; Face to Face Learning; Learning contribution.

scholarly journals Kajian Kritis Penggunaan Aplikasi Tele-Conference Zoom dalam Perkuliahan Online Selama Masa Tanggap COVID-19

2020 ◽  
Vol 1 (2) ◽  
pp. 89-102
Author(s):  
Aulia Nur Rasyid ◽  
Syarifatul Amaliyah ◽  
Amaliya Islami Nurlaili
Keyword(s):  
Online Learning ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Face To Face ◽  
Offline Learning ◽  
The Face ◽  
Survey Results ◽  
Audio Conferencing ◽  
Video And Audio ◽  
Face To Face Learning

Pembelajaran daring merupakan cara yang dapat dilakukan oleh instansi pendidikan pada masa pandemi COVID-19. Pembelajaran daring telah mengubah wajah pendidikan di Indonesia yang semula pembelajaran secara offline atau pembelajaran tatap muka langsung menjadi online. Banyak aplikasi yang dapat digunakan untuk memudahkan pembelajaran, seperti aplikasi teleconference zoom yang marak dipakai oleh para dosen dan mahasiswa. Teleconference Zoom merupakan Platfrom Cloud yang menawarkan visual secara video dan audio conferencing, chat, dan webinar. Penulisan ini bertujuan untuk mendeskripsikan reaksi mahasiswa dalam menanggapi pembelajaran jarak jauh (PJJ) melalui Aplikasi Zoom. Metode yang digunakan dalam penulisan ini menggunakan pendekatan fenomenologis. Kepenulisan artikel ini merujuk pada Hasil observasi yang menggambarkan fenomena pembelajaran aktif dengan menggunakan Zoom dalam perspektif mahasiswa selama masa tanggap COVID-19. Oleh karena itu, aplikasi teleconference zoom sangat disarankan bagi pengajar untuk memaksimalkan pembelajaran jarak jauh. Kata Kunci: Analisis kritis, Teleconference, Zoom Cloud Online learning is the only way that educational institutions can do during the Covid-19 pandemic. Online learning has changed the face of education in Indonesia, which was originally offline learning or face-to-face learning directly online. Many applications can be used to facilitate learning, such as the zoom teleconference application which is widely used by lecturers and students. Teleconference Zoom is a Cloud Platform that offers visual video and audio conferencing, chat and webinars. This writing aims to describe how the use of the Zoom Application among students and how students respond to learning through the Zoom Application. The method used in this paper is through an online questionnaire collection survey. Survey results show that learning using teleconferences is very effective and helpful during social distancing. Keywords: Critical Analysis, Online Learning, Zoom Teleconference.

scholarly journals Perceptions towards Online Counseling among University of Jordan Students

2017 ◽  
Vol 11 (12) ◽  
pp. 68 ◽  
Author(s):  
Adel Tannous
Keyword(s):  
Counseling Services ◽  
Online Counseling ◽  
Online Questionnaire ◽  
Face To Face ◽  
Adequate Information ◽  
Life Problems ◽  
The Face ◽  
University Of Jordan ◽  
High Level ◽  
Use Of Internet

Technology and the use of internet has taken counseling service beyond the face-to-face to online counseling services. Online counseling has been available and widely used as more people are going online. Therefore this research aims to examine the perceptions of University of Jordan students toward online counseling. A sample of 210 respondents were selected to complete online questionnaire that contains two aspects of knowledge about and attitude toward online Counseling. The results of the study indicated that respondents have adequate information about the field of online counseling. However, face to face counseling was not the first preferences for most of the respondents. They have a positive attitude and a high level of preferring toward online counseling, and they believe that online counseling is an essential part of their way to deal with daily life problems. The results also indicated that social media is most effective way that help respondents to get online counseling, and it has tremendous effect on respondent's life. 

scholarly journals Creation of environments and scenarios for learning based on internet habits: a theoretical approach for face-to-face, blended and distance education

2020 ◽  
pp. 1-9
Author(s):  
Paul Rafael SIORDIA-MEDINA ◽  
Nadia Sarahi URIBE-OLIVARES ◽  
Sofía de Jesús GONZÁLEZ-BASILIO
Keyword(s):  
Distance Education ◽  
Student Learning ◽  
Learning Environments ◽  
Theoretical Approach ◽  
Teaching Practice ◽  
Virtual Learning Environments ◽  
The Internet ◽  
Technical Knowledge ◽  
Face To Face ◽  
New Challenges

The creation of virtual learning environments requires extensive pedagogical, methodological and technical knowledge that generates relevant training processes and contributes to the development of student learning. That is why this article presents a proposal for a theoretical framework from which environments and scenarios can be designed and developed based on the Internet habits of students and teachers. Various theoretical and author proposals are integrated that allow understanding the complexity of this great task not only for those who work in the non-school modality, but now for those who have had to make the transition from face-to-face to virtual, which has meant significant changes in their teaching practice, but not only for them, but the students have acquired new habits or reinforced those they already had in order to face the new challenges posed by changes in reality.

scholarly journals Teleworking in Times of COVID-19: Effects on the Acquisition of Personal Resources

2021 ◽  
Vol 12 ◽  
Author(s):  
Manuel Pulido-Martos ◽  
Daniel Cortés-Denia ◽  
Esther Lopez-Zafra
Keyword(s):  
Social Support ◽  
Model Fit ◽  
Personal Resources ◽  
Psychosocial Work ◽  
Online Questionnaire ◽  
Personal Resource ◽  
Face To Face ◽  
The Face ◽  
Labor Resources ◽  
The Relationship

The COVID-19 pandemic has forced many employees to introduce different degrees of teleworking, leading to a transformation of the psychosocial work environment. In this study, we analyzed whether the relationship between a labor resource, social support, and a personal resource, vigor at work, is affected by the work modality (face-to-face, hybrid that includes face-to-face work and telework time, and telework caused by the current pandemic situation). Five hundred and forty-three employees answered an online questionnaire about their perceptions of the levels of social support, vigor experienced in the last month, and work modality. Seniority in the organization and the gender of the employees were controlled for. The model fit was significant [F(7, 535) = 20.816, p < 0.001], accounting for 21% of the variation in vigor (R2 = 0.21). The interaction was also significant [F(2, 535) = 4.13, p < 0.05], with an increase of 1% in the explanation of the variance in vigor at work (ΔR2 = 0.01). Differences were found in the positive relationship between levels of social support and vigor at work, among the face-to-face and telework modalities (hybrid and telework), but not between teleworking modalities. As a result, we posit that the different forms of telework moderate (buffer) the relationship experienced between labor resources (social support) and personal resources (vigor at work). This implies that, for the design of teleworking conditions, it is necessary to provide work resources similar to those in face-to-face settings, such as social support.

scholarly journals Workshop Dan Pendampingan Pembuatan Game Edukasi Berbasis Android Bagi Guru SDN 2 Cakranegara

2021 ◽  
Vol 1 (2) ◽  
pp. 23-29
Author(s):  
Muhammad Makki ◽  
Dyah Indraswati ◽  
Muhammad Erfan ◽  
Aisa Nikmah Rahmatih ◽  
Vivi Rachmatul Hidayati
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Educational Games ◽  
Visual Learning ◽  
Face To Face ◽  
Learning Content ◽  
Teachers And Students ◽  
Service Activity ◽  
The Face ◽  
Face To Face Learning

The Covid-19 pandemic has led to policies that make teachers and students have to adapt the face-to-face learning model to online learning. The teacher of SD N 2 Cakranegara admits that there are limitations to the variety of audio-visual learning media used. The teachers also don't know and have never tried to develop game games with learning content, even though Android-based games are very possible to be developed and accessed portable on smartphones, the majority of which are already owned by teachers and students. The provision of workshops and assistance in making Android-based educational games for SD N 2 Cakranegara teachers aims to improve skills in creating and developing learning media in the form of educational games and maximizing the use of smartphones. The targeted output in this service activity is the existence of educational games that are ready to be used for the online learning process through appsgeyser.com and quickappninja.com.  

scholarly journals Hepatitis B Prevention Education and Afghan Immigrant Students

2019 ◽  
Vol 5 (4) ◽  
pp. 247-256
Author(s):  
Najibeh Mirzazadeh ◽  
◽  
Leila Amini ◽  
Seyed Moayed Alavian ◽  
Hamid Haghani ◽  
...  
Keyword(s):  
Distance Education ◽  
Hepatitis B ◽  
Immigrant Students ◽  
T Test ◽  
Prevention Education ◽  
Face To Face ◽  
The Face ◽  
Knowledge And Attitude ◽  
Hepatitis B Prevention ◽  
Education Groups

Background: Unawareness and inappropriate attitude toward hepatitis B can expose healthy people, especially immigrants, to a higher risk of hepatitis B transmission. The present study aimed to determine the effect of hepatitis B prevention education by face-to-face and distance training on the knowledge and attitude of Afghan immigrant students. Methods: This randomized controlled trial was conducted on 128 voluntary immigrant nonmedical Afghan students of Imam Khomeini University in Qazvin City, Iran. The study subjects were randomly assigned to 4 groups (A1, A2, B1, & B2), and the training was performed using Solomon’s four-group-design. The A groups received face-to-face education, while the B groups received distance education through email and Telegram messenger. The required data were collected using a self-structured questionnaire at three-time intervals of before, immediately after, and one month after training. The collected data were analyzed by the Chi-squared test, Independent Samples t-test, Paired Samples t-test, and repeated-measures Analysis of Variance (ANOVA) using SPSS. Results: Based on the study findings, the improvement of knowledge and attitude values was more significant in the face-to-face groups, compared to the distance education groups. However, there was a significant difference in both methods (P<0.001). Conclusion: Although knowledge improvement was higher in the face-to-face education groups, there was also an increase in the knowledge and attitude of the distance education group. Therefore, face-to-face education is preferred; however, using a combination of these educational methods could be beneficial.

scholarly journals EFL Learners' Perceptions on Schoology Use in the Reading Class

2021 ◽  
Vol 5 (1) ◽  
pp. 10-26
Author(s):  
Ahmad Ridho Rojabi ◽  
Keyword(s):  
Online Learning ◽  
Reading Comprehension ◽  
Blended Learning ◽  
English Language ◽  
Study Program ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Share Information

Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

The Approach of Academicians to Distance Education During COVID-19

2022 ◽  
pp. 212-231
Author(s):  
Yusuf Akkoca
Keyword(s):  
Distance Education ◽  
Research Design ◽  
Thematic Analysis ◽  
Education System ◽  
Academic Staff ◽  
Face To Face ◽  
Education Community ◽  
The Face ◽  
Short Time ◽  
Distance Education System

The education community, accustomed to the face-to-face education system, had to switch to the distance education system with the COVID-19 pandemic. It was inevitable for educators who had not experienced distance education to prepare themselves in a short time and to complete the process with the least damage. Of course, there were many negativities during distance education and the whole world gained certain experiences during this time. In this study, the problems experienced by the academic staff using distance education applications, their approaches to distance education, how much they have improved themselves in other possible problems in the future, and what they expect from distance education have been examined. Thematic analysis was used as a research design; articles, theses, books, reports of official institutions and organizations were examined; and the concepts that emerged during distance education applications were divided according to categories by using descriptive and thematic analysis.

Hybrid Learning

2016 ◽  
pp. 1-28
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

Current Trends in Digital Learning and Innovation

2020 ◽  
pp. 1-16
Author(s):  
Nidhish Francis ◽  
Abishek B. Santhakumar
Keyword(s):  
Distance Education ◽  
Learning Experience ◽  
Learning Activities ◽  
Digital Tools ◽  
Digital Learning ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Current Trends ◽  
Face To Face Learning

Digital learning has gained a lot of attention over the recent years and is increasingly being utilised as a substitute for both distance education and face-to face learning activities. This chapter initially defines and briefly discusses the advantages and disadvantages of digital learning. With the advancement in technology, there are various digital tools that are now available to enhance the effectiveness of digital learning experience, and some of the major innovative digital tools are detailed in the chapter.

Sign in / Sign up

Export Citation Format

Share Document