"Я Вне Интернета": Измеряя Препятствия Для Онлайн Обучения На Филиппинах

Marcial, Dave E.; Caballero, Rey Dennis B.; Rendal, Jeambe B.; Patrimonio, Gereo

doi:10.33407/itlt.v45i1.1170

Cited by 15 publications

(10 citation statements)

References 3 publications

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“…324). Досадашња истраживања о реализовању наставе на даљину указују на низ препрека међу којима се издвајају: надокнађивање времена, организационе промене, недостатак техничких вештина и подршке, евалуација, социјална интеракција, обухватност, правна и административна питања (Berge, Muilenburg & Haneghan, 2002); материјални трошкови, приступ интернету, технички проблеми, социјална интеракција, недовољно знања за коришћење електронских система за учење, неадекватна величина одељења (Marcial, Caballero, Rendal & Patrimonio, 2015) и друго.…”

Section: уводunclassified

“…Previous studies their concentration and learning" (Jovanović, 2020, p. 324). Previous studies on distance learning indicate a number of barriers, including: the need for on distance learning indicate a number of barriers, including: the need for additional lessons, organisational changes, lack of technical skills and sup-additional lessons, organisational changes, lack of technical skills and support, evaluation, social interaction, comprehensiveness, legal and administra-port, evaluation, social interaction, comprehensiveness, legal and administrative issues (Berge, Muilenburg & Haneghan, 2002); material costs, internet tive issues (Berge, Muilenburg & Haneghan, 2002); material costs, internet access, technical problems, social interaction, insufficient knowledge to use access, technical problems, social interaction, insufficient knowledge to use electronic learning systems, inadequate class size (Marcial, Caballero, Ren-electronic learning systems, inadequate class size (Marcial, Caballero, Rendal & Patrimonio, 2015) and others. dal & Patrimonio, 2015) and others.…”

Section: закључакmentioning

confidence: 99%

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Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective

Jovanović

Dimitrijević

2021

ZIPI

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Since the outbreak of the COVID-19 pandemic in early 2020, distance learning has become one of the main educational issues globally. With the transition of all instruction to the online environment, teachers in Serbia have faced a number of challenges and barriers that have affected the quality of their work. In this paper, we wanted to analyse the barriers that teachers faced during the first months of distance learning. The research was conducted combining quantitative and qualitative analysis of data collected on a sample of 122 high school teachers from the Southeast Serbia (Nis, Leskovac). The results show that teachers recognise evaluation barriers as the predominant ones, followed by organisational-administrative ones, while the least represented were material-technical barriers to distance learning. The findings also confirm that material and technical barriers are most common among teachers with the longest work experience, as well as that organisational-administrative and socio-emotional barriers are the least common among teachers of vocational subjects. Although the focus of the paper was on the barriers in the implementation of distance learning, it can be concluded that teachers recognise certain benefits of this type of instruction and indicate that it can be used as a supplement to regular instruction. The main pedagogical implications of the paper refer to the empowerment of teachers through professional development in the field of distance learning, but also to the need to create new professional development programmes in this field which will enable the development of functional knowledge and relevant competencies for the immediate situational context of modern instruction.

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Section: уводunclassified

Section: закључакmentioning

confidence: 99%

Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective

Jovanović

Dimitrijević

2021

ZIPI

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“…Meskipun bukan hal baru dalam praktek pendidikan, secara umum pembelajaran jarak jauh dalam jaringan masih memiliki kendala utama terkait dengan ketersediaan sarana yang dimiliki pendidik dan peserta didik (El Turk & Cherney, 2016;Esterhuyse & Scholtz, 2015;Marcial et al, 2015). Selama ini banyak yang menganggap penggunaan teknologi dalam pembelajaran harus mengedepankan penggunaan fitur, fasilitas maupun aplikasi yang canggih sehingga ada kekhawatiran pembelajaran jarak jauh ini tidak dapat terlaksana jika tidak didukung oleh hal tersebut (Munir, 2009).…”

Section: Pendahuluanunclassified

Pembelajaran Matematika dengan Media Obrolan Kelompok Multi-Arah sebagai Alternatif Kelas Jarak Jauh

Apsari

Sripatmi

Sariyasa

et al. 2020

jel

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The sudden change caused by the global pandemics of COVID-19 leads to the classroom transformation from classical face-to-face meetings into virtual. The development of technology enables classroom variation by providing various applications that can be employed to facilitate learning activities. Nonetheless, not all situations suitable to use advanced technology during distance learning. Some students are living in remote areas with limited internet connection. This study aims to offer an alternative if most of the students were having difficulties with the internet and minimum devices to download heavy applications. The alternative is by using a chat group with an emphasis on the students’ interaction during the lesson. This descriptive study was conducted at a university in Mataram, Indonesia. The subject was 17 students in the Mathematics Education Study Program who follow the course of Abstract Algebra. The data were gathered from students’ observation during the lessons and students’ written work in the middle semester test. The data were analyzed by using descriptive qualitative method. From the analysis, it was found that the students’ activity during distance learning was 83.5%. Furthermore, 88.23% of students achieved the minimum score for the middle semester test (more than 56). The study showed that mathematics teaching and learning could be done with a secure and straightforward access application to gain good results.

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“…These barriers included challenges with the internet and the tight deadlines of the course. Being able to complete assignments and technology issues are barriers others have noted in regards to MOOC completion [19,20].…”

Section: Discussionmentioning

confidence: 99%

The TDR MOOC training in implementation research: evaluation of feasibility and lessons learned in Rwanda

Hooley

Baumann

Mutabazi

et al. 2020

Pilot Feasibility Stud

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Background: Hypertension (HTN) affects nearly 1 billion people globally and is a major cause of morbidity and mortality. In low-and middle-income countries (LMICs), HTN represents an unmet health care gap that can be addressed by strengthening national health care systems. The National Heart, Lung, and Blood Institute recently funded the T4 Translation Research Capacity Building Initiative in Low Income Countries (TREIN) program to build capacity in dissemination and implementation (D&I) research in HTN in LMICs. The Special Programme for Research and Training in Tropical Diseases (TDR) at the World Health Organization (WHO) recently developed a massive open online course (MOOC) to train in D&I. Herein, we report on the use of the TDR WHO MOOC in D&I for the TREIN program in Rwanda, assessing feasibility of the MOOC and D&I competencies after MOOC training. Methods: Participants in one-group MOOC training completed pre-and post-training questionnaires to assess dissemination and implementation (D&I) competency outcomes and feasibility. D&I competencies were measured by use of a scale developed for a US-based training program, with the change in competency scores assessed by paired t test. Feasibility was measured by completion of homework and final project assignment and analyzed using descriptive statistics. Results: Of the 92 trainees enrolled, 35 (38%) completed all MOOC components. D&I competency scores showed strong evidence of improvements from pre-to post-test. The full-scale average score improved by an average of 1.09 points, representing an effect size of 1.25 (CI 0.48-2.00); all four subscales also showed strong evidence of improvements. Trainees reported challenges to MOOC course completion that included technological issues (i.e., limited internet access) and competing demands (i.e., work, family).

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"Я Вне Интернета": Измеряя Препятствия Для Онлайн Обучения На Филиппинах

Cited by 15 publications

References 3 publications

Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective

Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective

Pembelajaran Matematika dengan Media Obrolan Kelompok Multi-Arah sebagai Alternatif Kelas Jarak Jauh

The TDR MOOC training in implementation research: evaluation of feasibility and lessons learned in Rwanda

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