<p>Kreiran je model učenja programskog jezika PASCAL na daljinu, sa<br />smernicama za kvalitetniju realizaciju nastavnog procesa u primeni<br />računara. Primenjen je model Web baziranog sistema učenja na daljinu<br />DLearn, sa 9 modula (upravljenje korisnicima i dozvolama,<br />administrativni modul, modul za upravljanje korisničkim podacima, modul<br />za održavanje nastavnih materijala (CM &ndash; Curriculum Module), modul za<br />proveru znanja, modul za prijavu ispita, modul za slanje e &ndash; mail poruka,<br />modul za generisanje različitih izveštaja, modul za publikovanje po<br />SCORM standardu). Omogućena primena savremene tehnologije, čime se prati sadašnji naučno &ndash; tehnološko &ndash; informatički razvoj, opismenjavanje učenika za primenu savremene tehnologije, nastavnicima olakšan i pojednostavljen način<br />promene teorije i zadataka, i na taj način omogućeno jednostavnije i bolje<br />praćenje ubrzanog društvenog razvoja, proučavanje gradiva kada učenicima<br />odgovara, nema propuštene nastave, prelazak na novu temu tek nakon<br />savladavanja prethodne, način i stil rada primereni su svakom učeniku,<br />svako radi prema svojim sposobnostima i sklonostima, čime se povećava<br />stepen usvojenosti predviđenog nastavnog sadržaja.</p> / <p> Created a model of learning programming language PASCAL in the distance, with<br /> guidelines for better implementation of the teaching process in the implementation<br /> of the computer. Applied the model of Web-based distance learning system<br /> DLearn, with 9 modules (control users and permissions, administrative module,<br /> the module for managing user data, module for the maintenance of teaching<br /> material (CM &ndash; Curriculum Module), module test, examine the application<br /> module, the module for sending e - mail messages, the module to generate various<br /> reports, the module for publication by SCORM standard). Enabled the application<br /> of modern technology, which monitors the current science - technology -<br /> informatics development, literacy students for the application of modern<br /> technology, teachers relieved and simplified theory of how the changes and tasks,<br /> and thus allow easier and better tracking of accelerated social development,<br /> studies of the match when the students, no missed school, switch to the new theme only after overcoming the previous, manner and style of work are appropriate<br /> each student, each working according to their abilities and preferences, increasing<br /> the level of acquisition of the scheduled content.</p>

The purpose of the study is to investigate college and university students' experience of theusability of Zoom as support for distance education based on usability goals from theory byPreece, Roger and Sharp (2016). To investigate students' experience of the usefulness ofZoom for distance education, semi-structured interviews were conducted with ten studentsfrom different universities and colleges with different educations. The results of theinterviews showed that students' experience of usability at Zoom was good and providedgood support for distance learning based on Preece, Roger and Sharp usability goals (2016).

The rapid development of technology and the digitalization of learning in today’s societyopens up for challenges and possibilities for the workplace related to creating a learning community.To create a social learning community that highlights open communication and group coherency,which is central when it comes to achieving good results connected to learning. However there aresome doubts if it is possible to create a social presence in network based learning without any physicalmeetings. The purpose of this study was to investigate how interactions, design and course layout onan online course linked to workplaces can affect collaborative learning according to participants. Thefocus has been in searching for patterns with a focus on collaborative learning amongst theparticipants. The study takes a qualitative and quantitative approach, namely mixed methods. Whathas guided the choice of mixed methods lies in the methods that are needed to answer the researchquestions. Through existing material for analysis, literatur and planned interviews. These methodshave been used to generate new knowledge, expand existing knowledge and give new hypothesis forfuture research. The analysis showed that collaborative learning did not reach wanted levels. Theresult also showed that the teachers' different experiences with traditional classroom learning hasbeen a big factor on how they contributed with E-learning towards the participants. The use oftechnical tools has not been easy for some teachers, the analysis of the result showed this to be a keyfactor in the result because teacher presence is important for E-learning. There were also manyindependent variables that have been identified in conjunction with key factors for success inE-learning. / Den snabba teknikutvecklingen och digitalisering av lärandet innebär idag nya utmaningarsamt möjligheter för arbetsplatser vad gäller att skapa en lärgemenskap. Att skapa en stödjande socialgemenskap uppmanar till öppen kommunikation och sammanhållning, vilket är centralt för att uppnåbra resultat när det gäller lärande. Det råder viss tveksamhet till om det går att skapa social närvaro iE-lärande utan fysiska träffar. Syftet med denna studie har varit att undersöka hur interaktioner,design och kursupplägg på en onlinekurs länkad till arbetsplatser kan påverka lärandet hosdeltagarna. Fokus har legat på att söka mönster i det materialet med fokus på det kollaborativalärandet bland deltagarna. Studien tar en kvalitativ och kvantitativ ansats, mixad metod. Det som harvarit styrande av detta val ligger i metoderna som behövts för att besvara studiens forskningsfrågor.Detta genom befintlig föremål för analys, litteraturanalys och planerade intervjuer, två övervideokonferens och en genom mail. Dessa metoder har använts till att generera ny kunskap, ökabefintlig kunskap samt ge hypoteser att undersöka vidare. Analysen visade att det kollaborativalärandet inte har nått upp till önskade nivåer. Resultatet visar att lärarnas olika erfarenheter av vanligklassrumsundervisning har påverkat hur de bidragit till E-lärande bland deltagarna. Användandet avtekniken har inte varit lätt för vissa lärare, som i sin tur påverkat hur deltagarna upplever lärarensnärvaro i kursrummet vilket är en nyckelfaktor för E-lärande. Det finns många förändringspunktersom identifierats för att lyckas bättre med E-lärande och därmed har intressanta nyckelfaktorer ocksåframkommit. / <p>Betygsdatum 2021-07-01</p>

The purpose of this qualitative thesis research was to explore the state of distance education in Saudi universities. The research focused on teaching and learning from the perspectives of the universities’ instructors as well as expert designers from the Ministry of Education working in distance education. By using a multiple case studies approach, this study aimed to understand the opportunities and challenges faced in the development of online learning environments at Saudi universities from an ethical and cultural perspectives. Data collection methods consisted of 28 in-depth, one-on-one interviews as well a thematic analysis of 152 supporting documents related to the universities’ strategies to deliver online learning. The advanced findings revealed how the recent integration of a blended learning model has helped to contribute to a shift in the Saudi distance education system, as it moves from a teacher-centered approach to a learner-centered approach. Furthermore, drawing on Hofstede’s Cultural Dimensions and Social Construction of Technology (SCOT), the study uncovers complex interactions between the Saudi learning culture, technology integration, and ethical issues. This research contributes unique knowledge about the state of online learning development in Saudi higher education to help enhance distance education development in Saudi Arabia, as well as in other areas of the world where similar distance education development initiatives are underway.

The purposes of this study were to (a) determine graduate students' perceptions of the effectiveness of the delivery system and their level of comfort with the delivery system, (b) determine graduate students' perceptions of the effectiveness of the delivery system and their level of comfort with the teacher, (c) determine graduate students' level of comfort with the delivery system and their level of comfort with the teacher, (d) determine differences in graduate students' ratings of the effectiveness of the delivery system before a distance education session and after a distance education session, and (e) determine differences in graduate students' level of comfort with the teacher before a distance education session and after a distance education session.

This research was conducted to determine why two-year community college instructors teach over the Internet. By understanding why these instructors teach over the Internet, colleges can recruit more instructors to teach using the Web thus allowing colleges to offer more Internet courses. They can also use the information to keep the instructors who are currently teaching over the Internet satisfied, and motivate them to continue to teach. To gather this information, a questionnaire was created and evaluated for reliability and validity during a pilot study. It was then sent to those instructors who taught over the Internet, and had their e-mails available on their campus Website. A 30.5% response rate (N=100) was achieved. The survey was divided into two sections, a demographics section and a Likert scale dealing with motivation. The Likert scale had six choices ranging from strongly agree to strongly disagree and 31 statements. The demographic data were reported and summarized. The Likert items were examined using factor analysis techniques, and a number of components were discovered. Eight components, made up of the 31 variables from the Likert scale were found using the factor analysis. The eight components in order are labeled: Technical and Computer Challenges, School Promotion, Student Preferences, Personal Benefits, Receiving Computerized Assistance, Growth and Knowledge, Textbook Company Assistance, and Pay.

The educational sector was transforming, wherein distance learning was considered a contemporary alternative to the campus-based learning approach. The flipped classroom concept was a well-researched method that could be applied within the distance-learning paradigm. There were claims that suggest a variety of advantages, however, available publications were lacking the perspective of the primary beneficiary: the students. On this basis, the research question was formulated how distance-students in higher education perceive the benefits and challenges with the technology-enhanced flipped classroom concept. The research was purposefully designed to build on existing contemporary knowledge claims. The review originated from a holistic review of the flipped classroom concept down to well-established educational theories that were connected to contemporary learning methods within the field of Informatics. The empirical data for this qualitative research was collected through seven semi-structured interviews that were preceded by a preliminary observational study.  By the means of a thematic analysis, three major themes were identified that offered a broader insight into the students' perspective with regards to the benefits and challenges of the flipped classroom concept. Namely, these themes were (1) sentimental involvement, (2) flipped classroom design, and (3) participants’ perception. The findings revealed that the discussion-based sessions assisted them to foster the knowledge transfer. Furthermore, the ability to contribute and influence the discussion had been perceived as positive. The results of this research confirmed earlier claims concerning a positive perception of the flipped classroom concept. Current scientific publications already argued the importance of student-centered education as a method to develop competencies of students and improve the knowledge transfer of the course participants. This research discovered that the flipped classroom concept was a viable tool to further empower students and facilitate constructivism through communication and enhancement of cognitivism.

During the previous two years, due to the current coronapandemic and constraints, the workplace for students drastically changed over a night. Teaching that in the term of “normal” was usually given and examined in the university now had the new reality of being exclusively provided and tested in digital forms. Previous research presents that distance learning has shown both positive and negative effects on the students effectiveness and productivity. The purpose of the study is to account for how productivity (doing things the right way) and effectiveness (doing the right things) are affected when learning takes place at a distance. In addition, the study aims to identify and clarify which factors have had an impact on the students' productivity and effectiveness in distance learning. Based on the purpose, two research questions have been formulated: “How do distance learning affect students’ productivity and effectiveness?” and “What factors have had an impact on student´s productivity and effectiveness in distance learning?”. Distance learning is defined as a system whereas material that is essential for learning and achieving goals is provided to the student through technical communication due to the difference in location of the student and the teacher. Empirical data was collected through two different surveys that were given to two different selections that consisted of students at Linnaeus university. Both of the survey’s were formed and developed based on the theoretical framework and then the variables were analyzed by using a bivariate and univariate analyzing method. The results of the study shows that the effectiveness of those who have studied at a distance seems to be better than for those who have studied on campus. However, the productivity issue needs further research to be able conduct a clear result since no correlations could be detected in this research. Finally, the study concludes that it is difficult to establish which factors have had a decisive impact on the students' distance learning, but that all factors that have been identified have affected them in some way, either positively or negatively, but to varying degrees. The factors that have had the greatest impact on students are personal characteristics, suitable space in the home, social support, ICT and communication.

Individuals with disability have different needs of accommodations because the disability can express itself in different ways. There's laws that are designed to meet the individuals with disabilities so they can live on the same terms as individuals without disabilities. What’s not regulated in the law is how an equivalent education should be achieved for individuals with disabilities in higher education. In order to meet the needs of students with disabilities, accommodations have been established. Accommodations have been established so that students with disabilities can study at the same terms as students without. The aim of this study was to examine decision-makers' experience regarding accommodations for students with disabilities and whether the forms of accommodations correspond to the students' needs, especially in the light of the ongoing pandemic Covid-19. The method used was a qualitative method where semi-structured interviews were conducted with staff in charge of accommodations throughout Sweden.  The result and analysis have found that the accommodations have been affected by the fact that education has shifted to distance education due to Covid-19. The conclusion that has been drawn is that the accommodations are unavailable regardless of whether it is regular teaching or distance teaching. A further conclusion is that the focus should be on making the teaching environment available instead of focusing on expanding the accommodations.

This study aimed at determining the factors that significantly impact on the implementation rate of open learning in the South African TVET college sector. Despite government’s visionary papers and open learning policy framework, TVET colleges in South Africa have been slow in following international trends. Pre-COVID19, only a handful of the 50 public TVET colleges had even ventured into the idea of multi-modal, or any teaching mode, other than the traditional classroom. The methodological and analytical lens of the study is two-fold. The Critical Theory in Education (CTE) and the Stakeholder Theory that depicts the interests of the different stakeholder groups within the Higher Education band and their expectations towards the activities of TVET colleges. Case study, a qualitative research design, was utilized in the study. Semi-structured interviews with top key decision makers in the Department of Higher Education and Training, as well as open learning champions on institutional level, were used as data collection tools. The interview data was analysed using descriptive and content analysis, and themes were obtained. The findings are brought into terms with the theoretical framework and potential catalysts are suggested. / Dissertation (MEd)--University of Pretoria 2020. / pt2021 / Science, Mathematics and Technology Education / MEd / Unrestricted