Distance Education from Teacher and Learner Perspective
Abstract views: 186
/ 
PDF downloads: 156
DOI:
https://doi.org/10.33200/ijcer.1158906Keywords:
Distance education, e-teacher competencies, Graduate student, K-12 teacher, Problems in distance educationAbstract
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 who both enrolled in graduate education programs at a state university and taught actively at K-12 institutions. The study is conducted with a phenomenological design. The 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 systems, other factors that affect evaluation, negative situations, and positive situations”. The same sub-themes occurred, except for “positive situations”, when the views on assessment and evaluation processes in distance education were examined from the perspective of the teachers. 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”.
References
Albrahim, F. A. (2020). Online Teaching Skills and Competencies. The Turkish Online Journal of Educational Technology, 19(1). https://doi.org/10.5430/wjel.v12n3p187
Alvarez, I., Espasa, A., & Guasch, T. (2012). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37(4), 387–400. https://doi.org/10.1080/03075079.2010.510182
Atherton, M., Shah, M., Vazquez, J., Griffiths, Z., Jackson, B., & Burgess, C. (2017). Using learning analytics to assess student engagement and academic outcomes in open access enabling programmes. Open Learning, 32(2), 119–136. https://doi.org/10.1080/02680513.2017.1309646
Bailie, J. (2011). Effective online instructional competencies as perceived by online university faculty and students: A sequel study. Journal of Online Learning and Teaching, 7(1), 82–89. http://jolt.merlot.org/vol7no1/bailie_0311.htm
Baran, E., & Correia, A. P. (2014). A professional development framework for online teaching. TechTrends, 58(5), 95–101. https://doi.org/10.1007/s11528-014-0791-0
Barton, D. C. (2020). Impacts of the COVID-19 pandemic on field instruction and remote teaching alternatives: Results from a survey of instructors. Ecology and Evolution, 10(22), 12499–12507. https://doi.org/10.1002/ece3.6628
Bates, A. W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev2/
Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: Implications for competency-based teacher education programs. Distance Education, 30(3), 383–397. https://doi.org/10.1080/01587910903236536
Beaudoin, M. F., Kurtz, G., & Eden, S. (2009). Experiences and Opinions of E-learners: What Works, What are the Challenges, and What Competencies Ensure Successful Online Learning. Interdisciplinary Journal of E-Skills and Lifelong Learning, 5, 275–289. https://doi.org/10.28945/78
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844
Bruhn, A., McDaniel, S., & Kreigh, C. (2015). Self-monitoring interventions for students with behavior problems: A systematic review of current research. Behavioral Disorders, 40(2), 102–121. https://doi.org/10.17988/BD-13-45.1
Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257–278. https://doi.org/10.1111/bjet.12243
Chiemeke, S., & Imafidor, M. O. (2020). Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19. International Journal of Computer Science and Information Technology, 12(3), 33–46. https://doi.org/10.5121/ijcsit.2020.12303
Churches, A. (2008). Bloom’s Digital Taxonomy. https://www.researchgate.net/publication/228381038_Bloom’s_Digital_Taxonomy
Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. In New York: Sage (5th ed.). SAGE Publications, Inc.
Croxton, R. A. (2014). The Role of Interactivity in Student Satisfaction and Persistence in Online Learning. Journal of Online Learning and Teaching, 10(2), 314–325.
Eom, S. B., & Ashill, N. (2016). The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*. Decision Sciences Journal of Innovative Education, 14(3), 185–215. https://doi.org/10.1111/dsji.12097
Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350
Flick, U. (2014). The SAGE Handbook of Qualitative Data Analysis. In The SAGE Handbook of Qualitative Data Analysis. London: Sage. https://doi.org/10.4135/9781446282243
Gohl, E. (2020). Strategies for Fostering a Productive Distance Learning Experience | Getting Smart. https://www.gettingsmart.com/2020/10/03/strategies-for-fostering-a-productive-distance-learning-experience/
Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26(2), 199–206. https://doi.org/10.1016/j.tate.2009.02.018
Gunn, C. (2010). Sustainability factors for e-learning initiatives. ALT-J: Research in Learning Technology, 18(2), 89–103. https://doi.org/10.1080/09687769.2010.492848
Gurung, R. A. R., & Stone, A. M. (2020). You can’t always get what you want and it hurts: Learning during the pandemic. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000236
He, L., Yang, N., Xu, L., Ping, F., Li, W., Sun, Q., Li, Y., Zhu, H., & Zhang, H. (2021). Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis. Medical Education, 55(3), 293–308. https://doi.org/10.1111/medu.14364
Holmberg, B. (2005). Theory and Practice of Distance Education. https://doi.org/10.4324/9780203973820
Horzum, M. B. (2013). Uzaktan Eğitimde Transaksiyonel Uzaklığın Öğrencilerin Özyeterlilik Algılarına Etkisi. Eğitim Bilimleri ve Uygulama, 12(24), 159–174.
Hsieh Chang, S. H., & Smith, R. A. (2008). Effectiveness of personal interaction in a learner-centered paradigm distance education class based on student satisfaction. Journal of Research on Technology in Education, 40(4), 407–426. https://doi.org/10.1080/15391523.2008.10782514
Johnson, R. B., & Christensen, L. (2019). Educational Research Quantitative, Qualitative, and Mixed Approaches (7th ed.). SAGE Publications, Inc.
Kassandrinou, A., Angelaki, C., & Mavroidis, I. (2014). Transactional Distance among Open University Students: How Does it Affect the Learning Process? European Journal of Open, Distance and E-Learning, 17(1), 26–42. https://doi.org/10.2478/eurodl-2014-0002
Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers and Education, 97, 116–128. https://doi.org/10.1016/j.compedu.2016.03.002
Koç, E. S. (2021). Nasıl bir uzaktan eğitim? 1 yılın sonunda yapılan çalışmaların değerlendirilmesi. Sosyal Bilimler Dergisi, 7(2), 13–26.
Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76(4), 567–605. https://doi.org/10.3102/00346543076004567
Lee, K., Fanguy, M., Lu, X. S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42(1), 164–172. https://doi.org/10.1080/01587919.2020.1869529
Lerra, M. D. (2014). The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia. Asian Journal of Humanity, Art and Literature, 2(1), 9–22. https://doi.org/10.18034/ajhal.v2i1.290
Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/EJMSTE/8240
Marshall, S. (2012). Improving the quality of e-learning: Lessons from the eMM. Journal of Computer Assisted Learning, 28(1), 65–78. https://doi.org/10.1111/j.1365-2729.2011.00443.x
Martin, F., Klein, J., & Sullivan, H. (2004). Effects of Instructional Events in Computer-Based Instruction. In Association for Educational Communications and Technology.
Martin, F., & Parker, M. (2014). Use of Synchronous Virtual Classrooms: Why, Who, and How? Journal of Online Learning and Teaching.
Mesch, G. S. (2006). Family Relations and the Internet: Exploring a Family Boundaries Approach. Journal of Family Communication, 6(2), 119–138. https://doi.org/10.1207/s15327698jfc0602_2
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Sage Publications.
Miller, T. W., & King, F. K. (2003). Distance education: Pedagogy and best practices in the new millennium. International Journal of Leadership in Education, 6(3), 283–297. https://doi.org/10.1080/1360312032000118225
Mladenova, T., Kalmukov, Y., & Valova, I. (2020). Covid 19-A major cause of digital transformation in education or just an evaluation test. TEM Journal, 9(3), 1163–1170. https://doi.org/10.18421/TEM93-42
Moore, M. G., & Kearsley, G. (2011). Distance Education: A Systems View of Online Learning (3rd ed.). Belmont, CA: Wadsworth.
Naylor, D., & Nyanjom, J. (2021). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research and Development, 40(6), 1236–1250. https://doi.org/10.1080/07294360.2020.1811645
Nordmann, E., Horlin, C., Hutchison, J., Murray, J. A., Robson, L., Seery, M. K., & MacKay, J. R. D. (2020). Ten simple rules for supporting a temporary online pivot in higher education. PLoS Computational Biology, 16(10). https://doi.org/10.1371/journal.pcbi.1008242
Nyland, R., Davies, R. S., Chapman, J., & Allen, G. (2017). Transaction-level learning analytics in online authentic assessments. Journal of Computing in Higher Education, 29(2), 201–217. https://doi.org/10.1007/s12528-016-9122-0
Oliveira, M. M. S. de, Penedo, A. S. T., & Pereira, V. S. (2018). Distance education: advantages and disadvantages of the point of view of education and society. Dialogia, 29, 139–152. https://doi.org/10.5585/dialogia.n29.7661
Palloff, R., & Pratt, K. (2011). The Excellent Online Instructor: Strategies for Professional Development. Jossey-Bass.
Parahoo, S. K., Santally, M. I., Rajabalee, Y., & Harvey, H. L. (2016). Designing a predictive model of student satisfaction in online learning. Journal of Marketing for Higher Education, 26(1), 1–19. https://doi.org/10.1080/08841241.2015.1083511
Patton, M. Q. (2014). Qualitative Research & Evaluation Methods. In Sage (4th ed.). SAGE Publications, Inc. https://doi.org/10.1590/s1415-65552003000200018
Peterson, E. R., & Irving, S. E. (2008). Secondary school students’ conceptions of assessment and feedback. Learning and Instruction, 18(3), 238–250. https://doi.org/10.1016/j.learninstruc.2007.05.001
Price, M., Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment and Evaluation in Higher Education, 35(3), 277–289. https://doi.org/10.1080/02602930903541007
Reisner, R. A., & Dempsey, J. V. (2021). Trends and issues in instructional design and technology (4th ed.). Pearson. https://doi.org/10.1007/bf02504986
Roblyer, M., & Doering, A. (2013). Integrating Educational Technology into Teaching (8th ed.). Pearson.
Rose, P., Beeby, J., & Parker, D. (1995). Academic rigour in the lived experience of researchers using phenomenological methods in nursing in nursing. Journal of Advanced Nursing, 21(6), 1123–1129. https://doi.org/10.1046/j.1365-2648.1995.21061123.x
Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146–159. https://doi.org/10.1016/j.tate.2006.04.035
Rourke, L., & Anderson, T. (2004). Validity in quantitative content analysis. Educational Technology Research and Development, 52(1), 5–18. https://doi.org/10.1007/BF02504769
Salmon, G. (2013). E-tivities the key to active online learning (2nd ed.). Routledge, New York NY.
Shin, M., & Hickey, K. (2021). Needs a little TLC: examining college students’ emergency remote teaching and learning experiences during COVID-19. Journal of Further and Higher Education, 45(7), 973–986. https://doi.org/10.1080/0309877X.2020.1847261
Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance - Foundations of distance education (7th ed.). Information Age Publishing. https://doi.org/10.1016/S1096-7516(01)00034-3
Simpson, M., & Anderson, B. (2012). History and heritage in open, flexible, and distance education. Journal of Open, Flexible and Distance Learning, 16(2), 1–10.
Uğraş, G., Uzun, A. M., Battal, A., & Kayaduman, H. (2016). An Examination of Instructional High School Chemistry Videos on EBA Portal in terms of Nine Events of Instruction. Participatory Educational Research, 3(1), 66–78. https://doi.org/10.17275/per.16.04.3.1
van Manen, M. (2016). Phenomenology of Practice. Phenomenology of Practice. https://doi.org/10.4324/9781315422657
Van Weert, T. J. (2006). Education of the twenty-first century: New professionalism in lifelong learning, knowledge development and knowledge sharing. Education and Information Technologies, 11(3–4), 217–237. https://doi.org/10.1007/s10639-006-9018-0
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. https://doi.org/10.1080/01587919.2013.835779
Weidlich, J., & Bastiaens, T. J. (2018). Technology matters - The impact of transactional distance on satisfaction in online distance learning. International Review of Research in Open and Distance Learning, 19(3), 222–242. https://doi.org/10.19173/irrodl.v19i3.3417
White, E. (2019). Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study. In Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications. (pp. 1200–1224). IGI Global. https://doi.org/10.4018/978-1-7998-0420-8.ch057
Woodard, B. S. (2003). Technology and the constructivist learning environment: Implications for teaching information literacy skills. Research Strategies, 19(3), 181–192. https://doi.org/10.1016/j.resstr.2005.01.001
Yen, S. C., Lo, Y., Lee, A., & Enriquez, J. M. (2018). Learning online, offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face, online, and blended teaching modalities. Education and Information Technologies, 23(5), 2141–2153. https://doi.org/10.1007/s10639-018-9707-5
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Nesrin Hark Söylemez
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
