Understanding the Effect of Distance Learning vs. Face-to-Face Learning Experiences on Students' Engagement in Higher Education

2020 ◽  
Author(s):  
Zoncita Norman, Ph.D.
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Experiences ◽  
Face To Face ◽  
Face To Face Learning

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Covid-19 Lockdown Challenges or New Era for Higher Education

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Iryna Didenko ◽  
Olena Filatova ◽  
Lyudmyla Anisimova
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Master's Degree ◽  
Degree Programs ◽  
New Era ◽  
Face To Face ◽  
Master's Degree Programs ◽  
Master’S Degree ◽  
Face To Face Learning

The findings of this research allow to assume that after lockdown it might be worth reconsidering the format of learning for Master’s Degree Programs and shift from conventional face-to-face learning to blended or even distance learning.

Distance Learning: Problems and Solutions

2021 ◽  
Vol 11 (2) ◽  
pp. 74-88
Author(s):  
V.N. Lukin
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Educational Level ◽  
Educational Process ◽  
Learning Problems ◽  
Face To Face ◽  
Problems And Solutions ◽  
Face To Face Learning

Life has drastically revisioned the form of higher education, transitioning from the traditional face-to-face learning to the distance learning. What have we lost in the educational process? Have we managed to compensate the losses? If so, then how? What can be said about the graduates educational level? Are the prospects actually so dim?

scholarly journals Use of WhatsApp Group as Learning Media in Higher Education During the Covid-19 Pandemic

2021 ◽  
Vol 2 (2) ◽  
pp. 400-410
Author(s):  
Agus Susilo ◽  
Andriana Sofiarini
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Quantitative Research ◽  
Learning Systems ◽  
Learning System ◽  
Online Media ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Impact

education in the current Covid-19 pandemic era must be shifted from face-to-face learning systems to distance learning. This online learning requires suitable and appropriate media without reducing the quality of learning. The purpose of this research is the use of WhatsApp Group as a learning medium in universities during the Covid-19 pandemic. The research method used is quantitative research methods. The instrument in this quantitative research is a research questionnaire. To find out the number of research results, it is known by knowing the percentage. The impact of the Covid-19 pandemic on education, namely the existence of Covid-19, has changed the education system in Indonesia from various levels. Online learning was carried out after the ban on face-to-face learning during the Covid-19 pandemic. Online learning is carried out by utilizing online media that is relevant to needs. WhatsApp Group as a learning media in Higher Education, which is an online media commonly used in the communication process during a pandemic, was chosen to be used as a medium to support the distance learning system. WhatsApp Group apart from having powerful features, is also easy to reach and cheap in terms of data packages used for distance learning. WhatsApp Group media is a recommendation in the implementation of online learning today. The conclusion is that in the current pandemic era, online distance learning systems must use appropriate and comfortable online media without reducing their quality. WhatsApp is an online learning solution during the pandemic.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals Enhancing Students’ Collaborative Learning Experiences with Laurillard’s Conversational Framework

2020 ◽  
Vol 1 (1) ◽  
pp. 152-167
Author(s):  
Yong Fen Yu ◽  
Neo Mai ◽  
Hew Soon Hin
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Learning Experiences ◽  
Pedagogical Practice ◽  
Face To Face

Collaborative learning (CL) is becoming increasingly recognised as a popular pedagogical practice in higher education that promotes socialization and learning among students. However, the use of collaborative learning does risk placing too much responsibility on the learner and reducing face-to-face interaction with the educator. Therefore, there is a need for educators to find a balance in the interaction and engagement with students to help improve their perceived collaborative learning experiences.

scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

Development of E-Learning in Niger

2010 ◽  
pp. 114-125
Author(s):  
Aissetou Drame Yaye
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Course Delivery ◽  
Digital Campus ◽  
Virtual University ◽  
Face To Face ◽  
Official Opening ◽  
E Learning ◽  
Face To Face Learning ◽  
The University

The University Abdou Moumouni (UAM) of Niamey in Niger mainly focused on traditional face to face learning, and even the existence of the African Virtual University since the years 1999 did not change the situation. It is only after the official opening at the University of the Francophone Digital Campus in December 2003 that lecturers and students started overseeing and taking advantages of all the benefits of e-Learning and distance learning. The present paper builds on the author’s personal initiatory experience in e-Learning to highlight some specific challenges that traditional universities such as the UAM face in their efforts to introduce e-Learning and distance learning as a new mode of course delivery. The study shows that even though challenges are big, political and institutional support can freshen the perspectives and change opportunities into realities.

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.

scholarly journals Innovative practices in ODL — the experience of Open University Malaysia

2012 ◽  
Vol 7 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Chiam Chooi Chea ◽  
Lim Tick Meng ◽  
Phang Siew Nooi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Internet Technology ◽  
Knowledge Generation ◽  
Innovative Technology ◽  
Open University ◽  
Learning And Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

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