The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia

Lerra, Mulatu Dea

doi:10.18034/ajhal.v2i1.290

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…The activity development skill of the instructor is very effective in increasing the quality of distance education (Lerra, 2014). In order to meet the needs of learners with different learning levels and styles in distance education, instructors need to design and use interactive activities, solve problems that online students may encounter, and improve their technical skills (Martin & Parker, 2014).…”

Section: Resultsmentioning

confidence: 99%

Distance Education from Teacher and Learner Perspective

Söylemez

2023

Int. J. of Cont. Edu. Res.

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This study aims to determine the views of individuals who have experienced the distance education process as both students and teachers. The study group consists of individuals whom both enrolled in graduate education programs of a state university and taught actively at K-12 institutions. Study is conducted with phenomenological design. Miles Huberman model was used in the analysis of the data. The problems faced by the participants in the distance education process, in which they took part both as teachers and students, were grouped under “instructor dimension, student dimension, family dimension, infrastructure, hardware and physical environment dimension, social interaction dimension and process dimension”. The views of the participants on the assessment and evaluation processes in distance education as students were grouped under “measured learning outcomes, assessment and evaluation tools, assessment and evaluation system, other factors that affect evaluation, negative situations and positive situations”. When the views on assessment and evaluation processes in distance education are examined from the perspective of the teacher, same sub-themes with the exception of positive situations occurred. Views on e-teacher qualifications were grouped under “technical knowledge, knowledge of instructional design, social skills, knowledge of pedagogical content, management skills and knowledge of assessment and evaluation”.

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Section: Resultsmentioning

confidence: 99%

Distance Education from Teacher and Learner Perspective

Söylemez

2023

Int. J. of Cont. Edu. Res.

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“…Pre-pandemic studies have found accessing and using technology to be a concern in online education (Muilenburg & Berge, 2005;Lerra, 2015). At the start of the COVID-19 pandemic, schools moving online required all children to have internet access, computing resources, and the necessary skills to use technology effectively (Masten & Motti-Stefanidi, 2020), but equal access to these resources was not available (Bansak & Starr, 2021).…”

Section: Technology Accessmentioning

confidence: 99%

Educational Experiences of United States Children during the 2020-2021 School Year in the Context of the COVID-19 Pandemic

Johnson,

Little,

Shero

et al. 2024

Preprint

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The COVID-19 pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This paper extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of 1,666 United States twins in kindergarten through twelfth grade from 43 states to provide the current descriptive report of children’s educational experiences during this time, as reported by their parents. Specifically, we reported on school format, parents’ role in education, parent-teacher interactions, schoolwork struggles, technology access, and school services. About half of children attended in-person schooling, with many children switching from online to in-person throughout the school year. Parents saw the pandemic as a risk to their children’s education. During the 2020-2021 school year of the pandemic parents felt they had a larger role in their children’s education and were less satisfied in their interactions with teachers than what they experienced during the pre-pandemic part of the 2019-2020 school year. Children experienced more schoolwork struggles than they had in previous years, and this was similar across age groups. For most constructs, results were equivalent across age groups, but parents of younger children tended to provide more schoolwork help. Overall, this paper highlights the disruptions in their educational environments that children continued to experience though the first full school year (2020-2021) of the COVID-19 pandemic.

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“…Prepandemic studies have found accessing and using technology to be a concern in online education (Lerra, 2015; Muilenburg & Berge, 2005). At the start of the COVID-19 pandemic, schools moving online required all children to have internet access, computing resources, and the necessary skills to use technology effectively (Masten & Motti-Stefanidi, 2020), but equal access to these resources was not available (Bansak & Starr, 2021).…”

Section: School Formatmentioning

confidence: 99%

Educational experiences of U.S. children during the 2020–2021 school year in the context of the COVID-19 pandemic.

Johnson,

Little,

Shero

et al. 2024

Developmental Psychology

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The coronavirus disease 2019 (COVID-19) pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This article extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of 1,666 United States twins in kindergarten through 12th grade from 43 states to provide the current descriptive report of children's educational experiences during this time, as reported by their parents. Specifically, we reported on school format, parents' role in education, parent-teacher interactions, schoolwork struggles, technology access, and school services. About half of children attended in-person schooling, with many children switching from online to in-person throughout the school year. Parents saw the pandemic as a risk to their children's education. During the 2020-2021 school year of the pandemic, parents felt they had a larger role in their children's education and were less satisfied in their interactions with teachers than what they experienced during the prepandemic part of the 2019-2020 school year. Children experienced more schoolwork struggles than they had in previous years, and this was similar across age groups. For most constructs, results were equivalent across age group, but parents of younger children tended to provide more schoolwork help. Overall, this article highlights the disruptions in their educational environments that children continued to experience through the first full school year (2020-2021) of the COVID-19 pandemic. Public Significance StatementThis study provides important insights into what the educational experiences were of U.S. families with K-12 children during the first full school year (2020-2021) of the coronavirus disease 2019 pandemic, in many cases how this differed from the prepandemic part of the 2019-2020 school year.

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The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia

Cited by 4 publications

References 14 publications

Distance Education from Teacher and Learner Perspective

Distance Education from Teacher and Learner Perspective

Educational Experiences of United States Children during the 2020-2021 School Year in the Context of the COVID-19 Pandemic

Educational experiences of U.S. children during the 2020–2021 school year in the context of the COVID-19 pandemic.

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