Distance Education Features using Facebook


 ABSTRACT
 
 The COVID-19 pandemic has forced Higher Education Institutions (HEIs), Teachers and students to move into Online Distance Learning in the Philippines to continue providing quality education. The study centers on two factors the Challenges and Coping Strategies of Maritime Instructors and Students in an Online Distance Learning (ODL) Environment of Dr. Carlos S. Lanting College. A total of 157 respondents were involved in the study and distribution of questionnaires was done thru online. The descriptive and quantitative method of research is used in this study. As a result both the students and teachers used smartphones and laptop in Online Distance Learning but majority of the students have postpaid subscription service (42.38%) with an unstable and slow internet connectivity. Furthermore, the Challenges of Maritime Instructors and Students in an Online Distance Learning (ODL) Environment, the respondents generally answered “rarely” to the given statements as to academic requirements(M=2.08 and M=2.33), Learning Management System (M=1.96 and M=2.30), delivery of instructions (M=2.17 and 2.39) while data from learning environment (M=2.78 and M=2.73) is interpreted as "sometimes," inferring that the respondents perceived the learning environment as the biggest challenge out of the four. The coping strategies of Maritime Instructors and Students in ODL the students generally answered "sometimes" to the given scenarios while the instructors generally answered "often." Meanwhile, the results show that the instructors preferred utilizing the Internet to their advantage for researching lessons and similarly to the students, setting specific time to prepare for school work are the best coping strategies for them. There is no significant difference and relationship on the Challenges and Strategies of Maritime Instructors and Students in an Online Distance Learning (ODL) Environment. Thus, to address the challenge regarding the learning environment and the poor internet connection, the findings of the study recommend that students and instructors must set time to prepare for schoolwork, create notes to better understand/deliver a lesson, and find another place for better learning/teaching and lesser distractions.

Collaborative learning in virtual classrooms has tremendous potential in institutions, as it encourages cooperative knowledge production and skill development. This study investigates how a pedagogical model for virtual learning can incorporate this methodology, emphasizing the significance of meticulous preparation, an appropriate dynamic for establishing groups, the relevance of student practices to everyday technology utilization, an evolution to educator responsibilities and learning autonomy. The research underlines the value of technology in education. This article discusses Virtual Collaborative Learning (VCL) as an effective approach to quality assurance in the age of digitization. It presents design characteristics from an academic standpoint and optimizes these approaches through a qualitative examination of written opinions by VCL participants. The research identifies and prioritizes critical criteria for collaborative learning effectiveness from the students' perspective, generating further multi-perspective design recommendations. Adaptive collaborative virtual learning is a technology-enabled technique that employs algorithms to evaluate student data and adjust to a student's learning style, pace, and accomplishments. It capitalizes on gamification to make learning more engaging and interactive, while artificial intelligence (AI), machine learning, virtual reality (VR), and augmented reality (AR) have transformed conventional education. This article explores at how cutting-edge technologies are being created and implemented into the educational system and classroom for enhancing student education and learning environments. This chapter examines the adoption of AI and machine learning in intelligent learning, emphasizing their potential for enhancing learning experiences, personalize education, and improve outcomes. It also encompasses ethical and security issues, highlighting the importance of stringent laws to protect students’ rights. By implementing these guidelines, educators and policymakers may build a more intelligent and successful classroom setting. This study visualizes AI-enabled learning systems, identifies types of interventions, and discusses popular analytical methodologies. It serves as a reference for future studies regarding the development of AI-enabled educational platforms that address specific learning challenges while enhancing user experiences, ultimately directing future research in this area of study.

Readiness is an important indicator of learners' willingness to engage productively in a virtual learning environment. Low readiness is believed to be the main reason behind virtual learning failure. The purpose of this present study is to investigate the effects of online readiness on learners’ learning satisfaction and performance in a virtual second language learning environment on a sample of 203 Malaysian Non-Arabic Speaking Learners using a cross-sectional survey. This study further explored which dimension of readiness is found to be the strongest predictor of their level of satisfaction and performance. Partial least square structural equation modeling (PLS-SEM) analysis examined the predictive relationships between readiness, satisfaction, and performance. The results proved that online readiness was statistically a significant predictor of their learning satisfaction and performance, indicating computer and internet self-efficacy in performing activities in the virtual learning environment as the strongest predictor. By identifying the most influential predictors, this groundbreaking study recognizes which key elements of the virtual learning environment language learners would need more to relish learning and achieve their goals. This study offers critical insights that have not been previously explored by conducting a comprehensive analysis of the factors influencing learning satisfaction and performance. The findings, therefore, highlight the paramount importance of assessing the readiness of online learners and their learning environment, providing valuable guidance for higher education institutions seeking to enhance the success of VLLE. In addition, this study sets a precedent for future research in the field. It underscores the need for ongoing efforts to improve virtual language learning environments to serve students’ needs better.

The study examined smart learning environments as a pathway to quality university education in Nigeria. The population of the study comprised all lecturers in the four government-owned universities in Bayelsa State. However, the researchers were unable to determine the precise number of lecturers at the time of this investigation due to data collection constraints. Based on the advice of Fox et al. (2007) and Meyer (1979), the researchers chose to adapt 384 samples from a population with an unconstrained range. The data used were collected through an online questionnaire; however, 296 lecturers responded by filling out the questionnaire. The findings reveal that smart learning tools such as projectors, internet facilities, computer-based test, mobile learning devices are readily available, while smart boards, video conferencing tools, digital cameras, and LMS are moderately available. On the contrary, virtual and augmented reality, smart classrooms, and gamification are not widely available, and the majority of the respondents are not familiar with them. There is an increased utilization of internet facilities, computer-based text, projectors, and mobile devices in the teaching processes, while other technologies such as LMS, smart boards, video conferencing tools, as well as virtual and augmented reality, gamification, and smart classes, are still emerging technologies. Lecturers have a positive perception of the utilization of smart learning technologies, noting that lack of adequate funds, lack of adequate electricity supply, and poor internet facilities were some of the major challenges in the utilization of SLE. Based on the findings, the researchers recommended, among others, that the universities should focus on improving the infrastructure, particularly reliable electricity supply and internet connectivity, and increase funding for the development of new smart learning systems, such as virtual reality, gamification, smart classrooms, etc.

Traditional lecturing and classroom-based education is challenged by learning environments which are relying on information technology. Today there are plenty of new tools and applications that can empower the learning process. This study looks at the digital learning environment of a university, the use of technologies and applications in learning. where students are working in groups. The results of a questionnaire indicate that university’s learning platform and social media applications are both used in learning. While the learning platform is used for material storage and general information delivery, social media applications are used in interaction between students, in ways defined by students. For further research, including students from other universities and teaching staff would give a wider perspective on directions where the learning platform should be developed. https://doi.org/10.26803/ijlter.17.6.11

The research deals with theoretical and methodological policy-making problems with regard to changes in the teaching and learning environment. In the conditions of the rapidly globalizing world and in the course of change processes in education the learners’ community encounters new challenges. Emerging trends of lifelong learning necessitate to conceptually rethink and theoretically ground goals and objectives of the policy of changes in the teaching and learning environment, arising to the system of education, draw new or revise guidelines of the strategy of its formation and implementation. Looking for new ways of formation and implementation of policy of changes in the teaching and learning environment, it is particularly important to fully perceive the context of its functioning, to adequately assess the type and scope of new objectives arising to it, and to reflect on contexts of manifestation of new trends in the teaching and learning policy. The article deals with issues of the policy of changes in the teaching and learning environment in two key aspects. First, it is aimed to disclose links between theoretical discourse and the current policy of the teaching and learning environment, demonstrating how the postmodern shift in education transforms the conceptual model of the teaching and learning environment. Second, it is sought to discuss the state of the current discourse on changes in the teaching and learning environment in Europe and Lithuania, analysing how various preconditions for changes function in the public domain of the educational policy and in the educational area, and the type and content of their manifestation. The shift of scientific thinking to the area of narration about change processes visualized the discursive narrative. This originates from the refusal of essentialist concepts of politics, which directly led to political deconstruction-reconstruction procedures of changes in the teaching and learning environment. Key words: discourse, policy of changes, contextual analysis, educational environment of teaching and learning, new trends, praxeology, educational policy.

We are currently experiencing the rapid growth of technology-based distance learning courses and programs in higher education, K-12 education, training, and other non-traditional learning contexts. With the proliferation of e-Learning courses and programs, it is important that instructional designers, instructional technologists, and others think critically about the nature of their research and practice. A number of questions and issues need to be addressed. For example, many individuals use the terms virtual space, virtual learning, and virtual learning communities when discussing e-Learning design and development. Do we all attach the same meaning to these terms? Probably not. As we design Web-based courses, should we try and use the structure of the traditional classroom as the metaphor for the “online” classroom? This is certainly an open question, given the criticisms that many students and trainees voice concerning traditional classroom instruction and training. Are the relevant instructional design, development, and policy issues the same for higher education, K-12 education, and training in the private sector? What are the implications and effects of using templates and various server software including WebCT, Blackboard, and other programs when designing and developing e-Learning programs? Finally, what can be learned from those individuals who have made pioneering efforts to design and develop online courses? The contributors to this issue of the Quarterly Review of Distance Education directly address many of these questions.Richard Schwier discusses the concept of learning communities in general and virtual learning communities in particular. Schwier describes three aspects of virtual learning communities including the elements, purposes, and the catalysts of virtual learning communities. The catalysts discussed include alignment, engagement, and interaction. In addition, a number of research issues concerning virtual learning communities are presented.The implications of the rapid growth of e-Learning in training, academic education, and non-traditional learning environments for instructional designers are discussed by Wellesley (“Rob”) Foshay, who argues that each context will place different demands on instructional designers. In particular, Foshay discusses the issues and events that are affecting academic organizations, training organizations, and non-traditional educational settings, and the implications for instructional design research and practice in each of the three environments.The implications of using various server-based courseware tools for developing Web-based courses are discussed by Douglas Harvey and Jung Lee. Certainly, courseware tools can help instructional designers and developers be more efficient when developing online courses. But at what cost? Harvey and Lee provide a critical discussion of how effective template-based approaches are for the development of online learning courses. In particular, some of the specific issues discussed include the pedagogical impact of courseware tools, the visual interface, navigation layout, and interaction implications for online courses. Finally, the instructional design implications when using online development tools and server software are discussed.In the final two articles in this issue, the authors identify some lessons learned from the development and delivery of online courses. Barbara Bichelmeyer, Melanie Misanchuk, and Larissa Malopinsky discuss the adaptation of an existing residential course to a Web-based course. Lessons learned from three different literature bases and results of the adaptation, design, and development processes are also analyzed. Tiffany Koszalka and Mary Beth Bianco focus on the importance of instructors in online learning courses. Specific issues and lessons learned by instructors who have “taught” online courses are described and specific areas and questions for research in online learning environments are presented.Critical issues, both for research and development, that instructional designers and instructional technologists will need to think about as they transition their work to e-Learning environments are identified and discussed in this issue of the Quarterly Review of Distance Education. Much potential as well as problems exist for the design of instruction in an e-Learning environment. Critically important is that individuals in the field of instructional design and technology be actively involved in theory development, research, and the design and development of online learning courses and programs.

Due to the development of mobile devices and wireless networks, mobile applications are more and more popular in our daily lives. Since most mobile devices have the GPS positioning function, it makes the Location Based Services become an important research issue. The early applications of location based services focused on GIS-related services, such as mobile trajectory records, maps, navigation and other services. Pokemon GO is a well-known LBS related game. In addition, in the past few years, the usage of IT technology in teaching and learning environment has become more popular. Due to the popularity of mobile devices, the design of teaching applications can been implemented through various mobile devices. It provides students with ubiquitous learning area.

The study was carried out with the aim of evaluating the pre-service teachers' teaching experiences in virtualclassroom and face-to-face teaching environment. Complementarity mixed research method was used in thestudy. The study group was composed of 40 pre-service teachers. Quantitative data was collected throughthe online teaching experience questionnaire I and II form, immediately after the pre-service teachersexperienced the teaching process in two different teaching environments. Following this, semi-structuredinterviews were conducted with all the pre-service teachers to obtain detailed information regarding theirteaching experiences. In the analysis of quantitative data, descriptive statistics and Wilcoxon Signed Ranktest was used to compare the perceived anxiety, motivation, performance and efficiency levels of the preserviceteachers while performing the teaching role in virtual classroom and face-to-face teachingenvironment. In the analysis of qualitative data, descriptive content analyses were used. As a result of thestudy, it was determined that the majority of the pre-service teachers preferred face-to-face teachingenvironment for such reasons as teacher-student interaction and eye contact. While there was not asignificant difference in terms of the anxiety levels perceived by the pre-service teachers during performingthe teaching role in virtual classroom and face-to-face teaching environment, it was determined that therewas a significant difference in terms of the perceived motivation, perceived performance and perceivedefficiency on behalf of face-to-face teaching experience. Limitations and implications of the findings arediscussed, and future directions are provided.

In any new learning environment, diverse learners are expected to engage intellectually with peers, course materials and instructors, through argumentation, discussion and critical reflection on ideas. This expectation presupposes, however, a wealth of background understanding: shared assumptions, shared concepts, shared understanding of methods of argument. If learners do not arrive with a common cultural (and intellectual) heritage, they must negotiate or co-construct a new learning culture in which the ‘rules of engagement’ are understood and shared, before fruitful intellectual engagement can begin. In this paper I argue that development of a new group culture requires that individuals can first effectively enact their particular identities. For any learning community to develop, for the construction of a learning culture to begin, learners must first be able to enact their authentic and differing identities in the learning space. Which strategies of self-presentation and identity construction are available to learners when the new learning environment is virtual? Cyberspace (and, in particular, virtual learning environments), remains primarily a 'written world' (Feenberg, 1989), one in which bodily markers of identity such as physical attributes and vocal accent, are often invisible and bodily participation in gesture and ritual is impossible. The body has, to a large extent, been banned (Zurawski, 2000) from the ‘discursive and rhetorical discursive spaces’ of the Internet (Nakamura, 2002), and yet an individual’s authenticity – a term that in English connotes ‘truth’, ‘accuracy of (self)representation’ and ‘trustworthiness’ – is commonly assumed to be guaranteed by physical presence (Feenberg, 1989) and the evidence of the senses. Concerns therefore persist about the Internet as a problematic site for meaningful learner interaction and negotiation of learning cultures that can support ‘engaged collaborative discourse’. Can there be learning cultures that do not depend for their existence on physical presence? If so, how can we best characterize their nature and development? I will argue here that, as in face-to-face classrooms, learners in text-based virtual learning environments begin the process of co-constructing a virtual learning culture by performing and sharing their unique virtual identities, and that one of the key strategies that individuals and newly forming virtual communities make use of in this process is ritual. To investigate how learners enact their identities in a virtual classroom, I examined web-based student communications in an international online undergraduate course, Perspectives on Global Citizenship, in which participating students represent a great diversity of national, cultural and disciplinary backgrounds. I present, here, some of this data, with a focus on ‘ritual text acts’ that participants seem to perform. I draw attention to the ways participants not only ritually perform their affiliations with established national, ethnic or ‘racial’ groups through the use of stylized language, but also how they then ritually challenge these essentialized models of identity. In particular, I explore apparent ritual performances of new hybrid global identities, and moments of ritual resistance to expected learner identities or practices. Based on these findings, I argue that in virtual learning environments, learners transfer and transform ‘first life’ rituals of identity formation and community building into forms that exemplify (new) cultural values and practices. Learners perform themselves through a range of ritual text-as-speech acts that do not simply describe pre-existing identity but also construct it. Transferring elements of real life rituals (for example the use of coded language) to the virtual space, they ritually restate details of their ethnic or national membership (or non-membership) in order to clarify or trouble the identity they possess through a range of other group affiliations, attesting their individual identities in relation to others. Together, these practices help learners establish authentic virtual identities that permit the establishment of a new learning community with a shared learning culture.

One of the most important factors in digital games is the immersion of the players to enhance their experience in the virtual world created by games. This immersion can be achieved in different ways, such as graphics effects, realistic physics, artificial intelligence and even from user inputs. The Nintendo Wii controller, Sony Playstation Move controller and Microsoft Xbox Kinect, to name a few, present new forms of user interaction using the player's movements, which has led to new forms of gameplay, as well as great forms of feedback. In addition, mobile devices are providing new features, like accelerometers, touch screens, cameras and GPS, which allow new forms of interaction in games played on these devices. In response to this evolution, this paper presents a multi-platform architecture that supports a desktop game being controlled by mobile devices, using their built-in features such as vibration feedback, sound feedback, image feedback and unique inputs like location, voice recognition, camera and gestures in order to enhance player immersion during game play. Additionally, the architecture supports different types of user data input, such as gesture and motion, that can be utilized according to user preferences and desires. Moreover, with this architecture, the mobile screen device can be used to give players feedback, like visual effects, scores and statistics. These available schemes have proven to be very useful and attractive for players, giving them choices that best fit their preferences and abilities. This architecture can also be used in collaborative games, where each player uses his device to interact with games running both on mobile devices and desktop computers. In order to demonstrate our architecture's effectiveness, we have developed a desktop game and done a case study with a pilot group of users, where some usability factors were evaluated. Finally, using a mobile device for game data input and player feedback provides people who are resistant to complex game controllers the opportunity to enjoy playing games using the same device they are accustomed to using daily, thereby minimizing the time needed to learn what is usually necessary to start enjoying a game. This can, in many situations, lower the barrier encountered by experienced smartphone users who are novice game players, as demonstrated in our pilot usability tests, which found high fun factors in such players.

Many Schools, colleges and universities around the world suspended classroom teaching due to the novel Covid-19 Pandemic. Due to this, switching to online teaching has impacted students' performance, motivation and overall SEL skills. The current report was to analyze the impact of the COVID pandemic on Primary school students. By using survey data technique and analysed using quantitative research method, 41 participants whose parents participated and the children are in the range of grades 1-8; 85% -90% of the respondents saw a shift in motivation and performance behavior towards learning caused by online learning. The results showed that there is a significant impact on students motivation due to the differences in virtual learning (internet connection/ noise disruption/ other activity disruption/ gadgets/ people) in virtual learning from the home, resulting in lowering the quality of learning and curriculum covered. Monotonous and prolonged theory-based virtual learning effects on students' participation. Learning performance is decreased due to differences in virtual learning such as internet connection or the not-so-conducive environment for learning. Limitation of practical learning (physical activity) due to prolonged online learning leads to demotivation in learning. Affecting students’ performance, the SEL overall development is decreased due to the limitation of physical activity in prolonged online learning. Students' time management and discipline are affected due to the differences in the virtual learning environment. Students become demotivated due to limitations to physical learning resources in prolonged online learning. External motivation are missing in a prolonged virtual environment learning leading to demotivation. As a result, students feel stressed because of online learning, hence, the academic performance of students has been affected negatively, leading to a decline in their grades’ Learning performance is decreased due to limitations in learning resources requiring extra work or covering less content in an online environment. In conclusion, is deciphered that all parents and teachers would like their children to receive holistic learning at schools being in school and not from home.

Background: The Covid-19 pandemic has imposed adaption to virtual learning for students and educators across all levels of education in the world. The effectiveness of virtual learning varies amongst age groups. It has been suggested that the adoption of virtual learning will continue to be implemented even after pandemic, particularly in higher education. Therefore, it is crucial to validate the effectiveness of a virtual learning approach among university students to ensure a smooth transition from a conventional education model to a hybrid education model. Thus, this study aims to evaluate the impact of virtual learning on students’ performance in a virtual classroom. Methods: We analysed survey data collected from undergraduate students at Multimedia University, Malaysia. Convenience sampling and self-administered online surveys were used to understand the impact of virtual learning. Multiple regression analysis was performed using SPSS software Results: A total of 210 first and second year degree and diploma students responded to the online surveys. Factors affecting virtual learning were segregated into three categories: virtual teaching techniques, technology issues, and environment distraction. Respondents stated that the critical factor that affect the effectiveness of virtual learning and impacts on students’ performance was the virtual teaching techniques employed by educators. Conclusions: This study concluded that virtual teaching techniques have significant impact on students’ performance whereas technology issues and environment distraction do not significantly influence students’ performance during virtual learning. Although this study is limited to students from Multimedia University, it lays the groundwork for future research to involve students from other universities or other countries. A future study can address more factors that affect virtual learning and students’ performance, such as students’ attitude and motivation.

The development of online and virtual teaching and learning environments to augment formal face-to-face environments raises questions about the way the new communication and information technologies (CITs) are being incorporated into the on-campus environment. More importantly, this development challenges the meaning of the on-campus student learning experience. The new CITs require institutions, teachers and researchers to reconsider the relationship of the physical setting to the student learning experience. This paper highlights examples of recent developments of new learning environments which have been enhanced by the contribution of educational developers at several Australian universities. It also proposes a set of pedagogically informed principles to guide the development of on-campus teaching and learning environments which may feature the use of CITs.

Research on the effectiveness of augmented reality (AR) on learning exists, but there is a paucity of empirical work that explores the role that positive emotions play in supporting learning in such settings. To address this gap, this study compared undergraduate students’ emotions and learning outcomes during a guided historical tour using mobile AR applications. Data was collected in a laboratory (Study 1; N = 13) and outdoors (Study 2; N = 18) from thirty-one undergraduate students at a large North American university. Our findings demonstrated that learners were able to effectively and enjoyably learn about historical differences between past and present historical locations by contextualizing their visual representations, and that the two mobile AR apps were effective both in and outside of the laboratory. Learners were virtually situated in the historical location in Study 1 and physically visited the location in Study 2. In comparing results between studies, findings revealed that learners were able to identify more differences outdoors and required less scaffolding to identify differences. Learners reported high levels of enjoyment throughout both studies, but more enjoyment and less boredom in the outdoor study. Eye tracking results from Study 1 indicated that learners frequently compared historical information by switching their gaze between mobile devices and a Smart Board, which virtually situated them at the historical location. Results enhance our understanding of AR applications’ effectiveness in different contexts (virtual and location-based). Design recommendations for mobile AR apps are discussed.