distance learning essay topics

113 Distance Education Essay Topic Ideas & Examples

🏆 best distance education topic ideas & essay examples, 👍 good essay topics on distance education, ⭐ interesting topics to write about distance education, ✅ simple & easy distance education essay titles.

• Online Classes Vs. Traditional Classes Essay The essay shall endeavor to examine the differences between online classes and the traditional classes, with a preference for the later.
• Benefits of Online Learning This knowledge and skill one gains from online help the person to intermingle with others in a better way, progress their profession, or develop their business successfully.
• Traditional vs. Distance Learning Systems On the other hand, in online learning, the students partake learning individually, and in some cases, students doing the same course in the same college do not even get to know each other.
• The Importance of Online Learning For this purpose, it is possible to conduct classes in real-time, when they can ask and receive the opinion of others.
• Comparison of Stress Level Among Traditional Learning and Online Learning College Students The distance learners have been perceived to be enjoying a suitable environment of learning as opposed to the traditional classroom learners who experience high levels of stress.
• How to Succeed in Online Classes The time you attend the class has to coincide with the time of day when your brain is also most receptive to the information it receives.
• Online Learning and Classroom Learning Combining the two concepts then, we can define e-learning “as a learning environment that exists solely in the form of digital content that is stored, accessed and exchanged through networked computer and information systems” The […]
• Zoom for Online Learning Updates During the pandemic, the zoom was and is still the most downloaded App in the USA and globally compared to others.
• Personal Reflections for the MBA Distance Learning I was able to concentrate on various subjects, complete assignments, and liaise with different instructors throughout the learning process. The approach made the learning process desirable and capable of supporting my aims.
• Virtual Learning: Yes and No Argumentation The argument stems from the quality of the education that can be received via the internet and what the drawbacks are once there is no physical contact between students and the professors.
• Administrative Progressivism in Relation to Online Learning The main idea of the discussion is to consider online learning from the perspective of administrative progressivism with identifying the advantages and disadvantages of using the mentioned approach along with the chosen method of study.
• The Impact of Distance Learning on the Mental State The argument of the supporters of the first perspective is based on the fact that online education reduces the ability of students to concentrate and deteriorates overall motivation.
• Distance Learning: Advantages and Limitations All three articles cover the topic of distance learning in the context of the coronavirus and everyday practice. Speaking of the advantages of distance learning, the author suggests that remote learning may not be ideal […]
• Online Learning in Vocational Education and Training There are different variations in the process of learning on the basis of the types of combination and integration with the other technologies used for the teaching and learning process.
• Learning Objectives Implementation With the advent of the internet, online courses have sprouted resulting in the debate on the two options, traditional class setting, and the online class.
• Distance Learning and Its Evolution Definitions of distance education are varied and diverse, but the main concept of distance learning can be summarized from the situation wherein the student and the educator are separated by distance and time and the […]
• Changes in Learning and Motivation With the Advent of Online Learning Institutions of learning have introduced online learning through improvement of infrastructure, incorporation of new technologies in learning, recruitment of professionals who are conversant with new technologies, and revision of curriculums in order to accommodate new […]
• The Roles of Families in Virtual Learning By analyzing the various roles that families play in virtual learning, the authors demonstrate that family involvement and support are critical to the success of their children The authors begin by discussing the impact of […]
• Distance Learning During the COVID-19 Pandemic The radical transition from the traditional system of obtaining knowledge to virtual education actualizes research related to the analysis of the specifics and dysfunctions of distance learning.
• The Need for Online Learning at St. Francis Elementary School This has led to the need to design an online learning platform suitable for interactive and critical learning experiences by the tutors and their learners.
• Online Learning Perception and Effectiveness While the solution allowed students to access information and continue their studies, there was apprehension in regard to the efficacy of online learning and the outcomes such shifts have on students’ academic performances.
• Distance Learning of Forest Management Considering that the goal of the research was to analyze the results and implications of a practical approach to the forest management course engagement and e-learning development, most information was derived from the expert team […]
• A Distance Learning Program: Strategies for Successful Starting or Expanding An institution has to identify the most appropriate communication tools and media to be used by students and teachers in a distance learning program.
• Starting and Expanding Distance Learning Program Therefore, decision-makers must grapple with the problem of distant learning planning, as institutions are caught between the desire to serve students online and the requirement to maintain traditional student services.
• Factors for Teachers’ Motivation in Distance Learning Efficient communication with the administration of an institution is a crucial factor that affects the motivation of teachers in distance learning.
• Strengths and Weaknesses of Online Learning Amidst that confusion, it would be important to take a deep look into the subject and see the disadvantages and the advantages of online learning.
• Pros and Cons of Distance Education On the one hand, modernization of education allows it to expand the usual boundaries of transmitting and receiving information in the educational process while retaining all the integral components.
• Rhetorical Analysis of the Distance Education The essay can be addressed both to the children and parents for whom the issues of health and psychology are important.
• Distance Learning Experiences of In-Service Music Teachers From Puerto Rico The study explores the experiences of in-service music teachers in distance learning. This paper examines the motivations of in-service teachers in distance learning.
• Design Thinking for Online Learning Project In this paper, attention will be paid to the problem of a lack of engagement with online learning and a reflection on design thinking as its solution.
• Maximizing the Effectiveness of Online Learning Flipped learning allows the teacher to provide the greatest amount of time for direct interaction with students, which is especially important in the framework of online learning.
• New Online Learning Platform: Market Analysis The goal of online education is to enhance the knowledge of people who want to pursue a particular career for a fee that is lesser when compared to offline studies in Universities.
• Software Engineering Online Learning Center However, it is not easy to tell what the website is promoting just by the look of the homepage and thus, visitors with less time might not be interested to click to the sub-sections and […]
• Distance Education Problem Overview Generally, distance education can be evaluated as a binary prospect: on one hand, it presents a row of advantages for the people who are busy with their work and family duties, and on the other […]
• Negotiation: Distance Learning and Social Change The conflict that arises, in this case, is that the Pirates are demanding ransom money from the owners of the tanker in order to release it and its crew. The essay has given a detailed […]
• Online Learning in Jordan Universities: Effectiveness and Obstruction For the quality learning process, e-learning has been developed to use different approaches to ease the process of learning. E-learning is a novel idea in most of the Arab world and it has come with […]
• Online Learning Institutions and Courses This account allows you to access the online learning institutions library. Which are the most reliable online learning institutions?
• Professional Development Methods: Distance Education Technologies Professional development at universities has included methods to assist faculty in improving course design and educational methods, as well as in becoming familiar with and applying educational technologies, such as distance education tools. These centers […]
• Why Distance Education Can Fulfill the Purpose of a True Education? The only reason I can see for professors to frown upon distance education is that it has removed their infallibility in the eyes of the students.
• Earning a Degree Through Distance Education Though both foreign and traditional education institutions provide knowledge and skills to students in order to enable them become competent in their profession, the institutions vary in the quality of degree courses they provide to […]
• Distance Learning Fulfilling Education Purpose Distance learning mode of education, which is a kind of education that takes place when the teachers and the students are separated by space and time, does not entirely serve the purpose of education. The […]
• Distributed and Distance Learning Systems It is a system that can be of great impact to the researchers this is because one is able to get information that will help him or her get a cue for that group that […]
• Social Constructivism in Cooperative and Distance Learning As opposed to the behaviorist view of learning which gives more importance to the imitation aspects of the learner in the learning process, this constructivist theory gives greater room for the active interaction of the […]
• Online Learning and Learning Behaviours In such a way, the main reason for the creation of this project is the increased popularity of online learning and the need for the in-depth investigation of this phenomenon because of its increased demand.
• Nurses and Virtual Learning Environments: Understanding Limits in Nursing Education Despite the expected benefits and improvements in nursing education due to the use of virtual learning environments, this practice may create a number of challenges for students and teachers.
• Online Learning Design Specifications The rapid rise of technologies and the evolution of communication means resulted in the appearance of new approaches to the learning process.
• Innovative Social Networking in Online High School The preparedness of the school is also critical towards the success of this innovative technology. The school should also examine the benefits and bottlenecks of the new technology.
• Online Classes for High School Students I wish to submit to you that the need for extra input in terms of study has caused many parents to enroll their children in online study classes to supplement the knowledge they get from […]
• Online Learning Environments The questions will be posted to the group by the instructor. The learners are likely to face a number of challenges in the course of the module.
• Evaluating Online Learning Tools The learners can be referred to reliable wikis and blogs to integrate the ideas learnt from the class. In this manner, the desires of people to learn are not limited by distance and time.
• Online Learning Principles and Objectives In this way, the students will not only argue the purposes and significance of the course to their life, but also create an interactive session among the students and their instructor. As the instructor, I […]
• Online Learning Space Creating Process On the other hand, a community of practice has been known to mean a crowd of people who are in the same career or share the same interest.
• Distance Learning and Virtual High School This implies that district schools in lines with virtual High school are of much importance to both the educators and students.
• Distance Education: Best Practices and Approaches The study with the use of a case-based learning system undertaken by Cifuentes, Mercer, Alverez, and Bettati in 2010 demonstrated that students could remotely participate in the learning process without the need to be physically […]
• The Importance of Virtual Learning Communities The learning communities enable the instructors and the students to volunteer their questions. The virtual learning communities enable online degree programs to give students autonomy over the learning process.
• Online Learning and Innovations in Pedagogy On the other hand, computer-based learning can be understood as a learning environment in which computers are used to mediate between learners and content without necessarily being online.
• Efficient Interaction in Distance Learning Classroom The problem is that the number of enrolments in the online form of education is augmenting, even as the knowledge regarding the factors that influence the effectiveness of distance education continues to be scarce.
• Virtual Learning Environments: Effective Use Tutors often face the challenge of effective delivery of lessons in the classroom given the diverse categories of students. Learning objects basically refer to blocks of content that can be interlinked to produce a course.
• Using Wikis to Encourage Online Classes Collaborative Work The problem is that the entire process seems to ignore the relevance of enabling students to interact and share their ideas in the learning environment.
• Technology Acceptance Model of Online Learning The findings of the study demonstrate the effectiveness of external variables related to online learning environments in predicting the ability of users to adopt online learning community.
• Formulating an Online Learning Course Reviewing is done from the student side where a person analyzes the content and readability of the information contained in the online learning program.
• Tone Impact in Distance Education Thus, in this paper, the tone will refer to the tone the instructor implies in the text material and the tone of conversations between the instructors and the students.
• Ethical Issues in Online Learning The online assessment methods should consider the ethical issues arising from the learning process. The assessment methods should be able to prevent all forms of dishonesty during the learning process.
• Virtual Learning Environment: Concord Consortium The problem is that this capitalization can be perceived as sign of rudeness, and it can make reluctant to take part in the discussion. Provided that a teacher can promote the involvement of students, they […]
• High School of Virtual Learning Environment The aim will be to see incorporation of the system, the opportunities, and the challenges faced while using Virtual Learning Environment.
• Transition From Traditional Education to Online Learning The speed of information transfer at any time and anywhere through the internet makes online learning relatively cheap compared to the traditional education system.
• Distance Learning OL and Interactive Video in Higher Education The two-way communication systems as well as the need to interact ‘physically’ between and among the participants are what propelled the adoption of this mode of learning.
• Distance Learning Foundational Concepts Another problem that arises as a result of distance learning is the lack of face to face or one on one contact between teachers or instructors and their students.
• Convenience and Flexibility of the Online Classes The advantage of online courses for full or part-time employed individuals is that you can plan how you take your courses. Online classes also introduce students to a variety of web-based tools and techniques that […]
• Concept of Distance Learning in Modern Education System The accessibility of the distance learning courses mainly depend on the awareness of the instructor to the accessibility issues and how the instructor can best handle the course with consideration of accessibility.
• Creating Student Engagement in Online Learning Environment To contribute to creating and stimulating student engagement in online learning environments, it is important to focus on such factors as the increase of students’ motivation, focus on independent and inquiry-based learning, the active role […]
• Online Learning Is a Superior Form of Education This paper will argue that online learning is a superior form of education since it helps students and learning institutes to overcome limitations imposed by the traditional learning environment.
• Computer and Internet Facilities Use in Distance Education
• Asynchronous Distance Education Issues
• Distance Education, Leadership, and Management
• Teaching and Learning Online: Contextualizing the Distance Education Classroom as a “Safe Space” for Learning
• Nursing and Distance Education: Regulation and Legislation
• Tertiary Distance Education and Student Adjustment
• Accreditation Need and Distance Education
• Adult Students’ Problems in the Distance Education and Online Learning
• Distance Education Student’s Experiences of Participation and Inclusion in Teaching and Learning in Higher Education
• Impact of Distance Education on Higher Education Across the World
• Factors That Influence Learning Outcomes of Adult Students Enrolled in Distance Education
• Computer and Long Distance Education
• Distance Education and Low Education
• Tips for Managers Setting up a Distance Education Program
• Distance Education Theory: Dialog, Structure, and Learner Autonomy
• The Benefits and Future of Distance Education
• Distance Education Investment Reasons
• How Distance Education Has Changed the World of Education
• Distance Education Practice: Methods and Benefits
• Rural Versus Urban Students – Differences in Accessing and Financing
• Academic Success Factors: Distance Education Versus Traditional
• Online Education Versus Distance Education Versus Face-To-Face Learning
• The Advantages and Disadvantages of Distance Education
• Theoretical Framework for Distance Education
• Measuring Perseverance and Passion in Distance Education Students: Psychometric Properties of the Grit Questionnaire and Associations With Academic Performance
• Distance Education and Its Impact on the World
• Face-To-Face and Distance Education Modalities in the Training of Healthcare Professional
• Distance Education Has Changed the World: Evolution of Online Learning
• Old Apprehensions, New Anxieties: A Study of Student ‘Psychological Cost’ in Traditional and Distance Education
• Distance Education Issue and Its Significance
• The Missing Borders: Pedagogical Reflections From Distance Education
• Distance Education and Telecommunications Technologies
• Time Management for Distance Education
• How Distance Education Can Help Poorer and Developing Countries
• College Distance Education Courses: Evaluating Benefits
• The Necessity for Distance Education and E-Learning
• Distance Education for Students With Disabilities
• Pros and Cons of Online Distance Education vs. Traditional Education
• Distance Education and the Isolation of Rural Schools
• Finding Determinants Affecting Distance Education Effectiveness in Terms of Learner Satisfaction and Application Achievement
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IvyPanda . (2024) '113 Distance Education Essay Topic Ideas & Examples'. 26 February.

IvyPanda . 2024. "113 Distance Education Essay Topic Ideas & Examples." February 26, 2024. https://ivypanda.com/essays/topic/distance-education-essay-topics/.

1. IvyPanda . "113 Distance Education Essay Topic Ideas & Examples." February 26, 2024. https://ivypanda.com/essays/topic/distance-education-essay-topics/.

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IvyPanda . "113 Distance Education Essay Topic Ideas & Examples." February 26, 2024. https://ivypanda.com/essays/topic/distance-education-essay-topics/.

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128 Distance Education Essay Topic Ideas & Examples

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Distance education, also known as online learning, has become increasingly popular in recent years. With the advancement of technology, more and more students are opting for online courses to earn their degrees or further their education. However, coming up with essay topics for distance education can sometimes be challenging. To help you out, here are 128 distance education essay topic ideas and examples:

• The benefits of distance education for working professionals
• The impact of online learning on traditional education
• The role of technology in distance education
• The challenges of online learning for students with disabilities
• The future of distance education in a post-pandemic world
• The effectiveness of online learning compared to traditional classrooms
• The importance of student engagement in online courses
• The role of social media in online education
• The advantages and disadvantages of online learning
• The best practices for online course design
• The impact of online learning on student motivation
• The role of online tutoring in distance education
• The benefits of virtual reality in online education
• The challenges of online group projects
• The impact of online learning on student retention rates
• The importance of time management in online courses
• The role of self-directed learning in online education
• The impact of online learning on student satisfaction
• The benefits of online education for students in rural areas
• The challenges of online assessments in distance education
• The impact of online education on student collaboration
• The role of online discussion forums in distance education
• The benefits of online education for adult learners
• The challenges of online exams in distance education
• The impact of online education on student success rates
• The role of online simulations in distance education
• The benefits of online education for students with learning disabilities
• The challenges of online peer feedback in distance education
• The impact of online education on student engagement
• The role of online proctoring in distance education
• The benefits of online education for non-traditional students
• The challenges of online plagiarism in distance education
• The impact of online education on student achievement
• The role of online libraries in distance education
• The benefits of online education for students in developing countries
• The challenges of online cheating in distance education
• The impact of online education on student learning outcomes
• The benefits of online education for students with limited access to traditional classrooms
• The challenges of online discussions in distance education
• The impact of online education on student retention rates
• The role of online learning communities in distance education
• The benefits of online education for students with social anxiety
• The impact of online education on student motivation
• The role of online labs in distance education
• The benefits of online education for students with physical disabilities
• The impact of online education on student satisfaction
• The benefits of online education for students with mental health issues
• The challenges of online proctoring in distance education
• The challenges of online

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Essay on Distance Learning

Essay On Distance Learning

Symbiosis distance learning review Distance learning for post graduation courses has become a common phenomenon of today. Most of the people are opting for distance learning as they are busy in their routine work. Some may pursue a regular job, some busy in handling their own business or some may even consider pursuing their own interests like photography, painting etc along with continuing their further studies for their own career improvement. If a student wants to pursue distance learning he must

Distance Learning Essay

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Distance Learning Distance learning (education) has become an integral part of the education process over the past few decades and is growing in popularity as technology advances.(Willis 1992) describes distance education (as) "the organizational framework andprocess of providing instruction at a distance. Distance education takes place when ateacher and student(s) are physically separated, and technology…(is) used to bridge theinstruction gap." (Coutts 1996). Furthermore, "distance learning

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Distance Learning Currently, computers already play a prominent role in many aspects of our lives from personal works to education fields. The Internet can also be invaluable in linking people culturally and socially (Hacker & Capehart, 1999). Geographically and historically, most universities in the world offer distance learning to students through the Internet, and the distance learning is becoming a new trend of the 21st academy. In particular, computers will permit a degree of individualization-personalized

Traditional And Distance Learning Programs

convenience of socializing, working, and learning online. Both traditional and distance learning programs provide eminence education. However, there is much controversy surrounding the quality of education received through distance verses traditional learning. By evaluating the differences and similarities between distance and traditional methods of education, we can determine

Distance Learning: The Benefits Of Effective Distance Learning

flexible way to learn and develop themselves. It is available now by Distance Learning, There are some of points make it the first choice coming into your mind if you aresearching for developing yourself. - Availability for everyone, whatever his age, religion and nationality. You can improve your skills in all fields of life, education, etiquette, sports, etc. and to all types of students without any constraints.Distance learning has options for many individuals of all ages who desire to get an education

Knowledge: Education and Distance Learning

4 Advantages of Distance Learning by Don Georgevich on 3:21 pm Distance learning is a way of continuing your education online, and more people are signing up for courses every day. There are many advantages of distance learning and also benefits of distance learning when compared to the traditional continued education options. This method of learning appeals to students as young as the middle school level, all the way to students who are working to get their Master’s degree. It is especially great

Open Distance Learning: The Challenges Of Open Distance Learning

Open Distance Learning has been gaining momentum among adult learners. This is because it is hassle free and everything can be done on the internet. As easy as it may seem, there is always two sides to a story. There are problems that open distance learners need to tackle along the way; the road to success is not always a straight one. This unconventional method of learning usually appeals to working adults because they require flexibility and this gives them control over the hassles of attending

Distance Learning and Black Board Essay

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Distance Learning and Black Board Distance learning is when students take courses by using some form of communication other than face to face communication with an instructor. This type of learning has been used since as far back as the 1800’s when adults would learn handwriting by ordering lessons through the mail (Cosgrove 2002). The technology for distance learning has been progressing for some time now. Iowa State University started to offer courses through television in 1934 (Cosgrove 2002)

Benefits Of Distance Learning Essay

The Benefits of Distance Learning for University Students In contemporary world, distance learning as an instructional delivery system, steadily complementing or even substituting traditional education at the universities. This kind of learning has been gaining its growing popularity with the developing of Internet as students can simply communicate with their teachers and exchange materials throughout the internet, regardless of where they live. As online education programs developing steadily,

Distance Learning Or Traditional Classroom?

Kalirajan Lisa Byrne ENG: 1510 Date: 10/15/2017 Distance learning or traditional classroom? Every one dreams to get a Harvard education but only a selected few will reach the traditional class room style enrollment. But the dream remains a dream for many and the only way to get the Harvard or MIT education to everyone is distance education. If not Harvard even mass education of the society is not easy and the distance education is the only way to do that. Distance education is getting more popular in current

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86 Distance Education Research Topics & Essay Examples

📝 distance education research papers examples, 🏆 best distance education essay titles, 🎓 simple research topics about distance education, ❓ distance education research questions.

• Efficient Interaction in Distance Learning Classroom Recent trends indicate that learners and instructors have regarded distance-learning classrooms as efficient methods of learning, where technology supports active learning.
• Distance Learning Replacing Traditional Classes Amidst the COVID-19 pandemic there have been many discussions surrounding the future of online education replacing the traditional form of education.
• Distance Learning Overview While remote learning has become more popular due to developing technology and the necessity to keep the distance, it is still a work in progress.
• Distance Learning Replacing Traditional Classes The article presents the author's reasoning on the topic of whether online learning can replace traditional education.
• The Class, Social Strata, and Social Mobility That Affect Students Education This portfolio examines the variety of issues connected to class and ethnicity that can obstruct children from obtaining an education.
• Should Distance Learning Replace Traditional Education Distance learning provides safety, flexibility, and the customization of the learning experience, it should not replace traditional education that ensures effective communication.
• Education at WGU School Review WGU is the type of school that will allow the author to progress at a pace that is most suitable to the author, which will allow him to become the best teacher that he can be.
• Distant Education or Traditional Education Essay aims to analyze and study both types of education to compare and highlight key features. The traditional method of teaching consists in full-time attendance at institution.
• Distance Learning in Saudi Arabia The benefits of distance learning have been known to the world as long as technological advancements made such learning possible.
• Distance Education: Term Definition New approaches to learning made it easier for people from all around the world to enter various educational facilities, do the courses, and gain the necessary knowledge.
• The Educational Efforts During the COVID-19 Pandemic The study discusses the effectiveness of the educational efforts during the COVID-19 pandemic as one of the most critical issues in contemporary education.
• Leading in a Distance Education Environment The traditional educational system curriculum differs from the distance education program. Many typical activities such as lecturing do not suit the online learning systems.
• Online Education in Canada Before Covid-19 Pandemic Online education was already an established concept in many nations, including Canada, before 2020 and the advent of COVID-19.
• Distance Education in Virtual High School Electronic, virtual, or distance education is a good alternative for students to learn topics that do not require discussion in real-time.
• Educational Adaptation and Responses to Pandemic The article researches the effects of the pandemic and subsequent quarantine measures on pupils’ performance and evaluates various solutions for the performance and grading issues.
• Distance Learning Can Substitute Face-to-Face Traditional Educational System in Wyoming Distance learning can replace the face-to-face traditional education K-12 system in Wyoming, and there are many benefits to this approach.
• Distance Learning for Students with High Behavioral Needs Tomaino et al.'s study on "assessing the feasibility and effectiveness of distance learning for students with DDBN” is framed around the theme of online learning.
• Distant Education as one of the Basic Rights The benefits of distance education are obvious as it helps students under certain circumstances be a part of the educational process in an environment that is no new anymore.
• Distance Learning During Covid-19 The study redefines the idea of distance learning and explores higher education distance learning supply in Canada, the US, and France using COVID-19 secondary data.
• Factors of Motivation of Distance Education Teachers are motivated to participate in Distance Education due to their ability to facilitate it as well as the freedom it provides; however, increased workload discourages them.
• Distance Learning: Advantages and Disadvantages The research paper aims to thoroughly analyze the advantages and disadvantages of distance learning compared to traditional in-person classes.
• Distance Education and Process of Accreditation This essay aims to determine the basic processes an educational institution must go through to accredit its distance programs.
• Distance Learning for Equal Education The paper discusses to what extent distance learning can be utilized as a powerful tool for improving equal educational opportunity, rather than as an inferior system.
• Lingering Effects of Covid on Education The Covid pandemic has impacted individuals from many areas of life on a national, economic, educational, and income level basis, among other things.
• K-12 Education Change in Educating Young People During the COVID-19 Pandemic This paper is an annotated bibliography of the articles devoted to the K-12 education change in light of the experience of educating young people during the COVID-19 pandemic.
• Distance Learning in Kuwait as Response to COVID-19 The study examines how the concept of distance learning is implemented in Kuwait from educational and legal perspectives to promote its productive use during the Covid-19 pandemic.
• Impact of Electronic Learning on the Educational Performance The paper aims to investigate the influence of online learning on student academic achievements, emphasizing also mathematics courses.
• The Future of Distance Education: Trends and Innovations
• The Impact of Technology on Distance Education: Transforming the Learning Experience
• Exploring the Benefits of Distance Education for Students
• Debunking Myths About Distance Education
• Use and Impact of Nano-Learning on Education Most online education practitioners now agree that nano-learning is a promising format. More and more authors of such small learning fragments will emerge each year.
• The Rise of Distance Education
• Navigating the Challenges of Time Management in Distance Education
• The Role of Accreditation in Ensuring Quality in Distance Education Programs
• From Traditional to Virtual: Adapting Teaching Methods for Distance Education
• Using Technology in the Educational Process Computerization is one of the priorities of education in the new technological era. The technical advancement of education makes it accessible.
• Evaluating the Cost-Effectiveness of Distance Education Compared to Traditional Learning
• The Evolution of Distance Education
• Building Connections in Distance Education
• Exploring the Global Reach of Distance Education: Breaking Down Geographic Barriers
• Empowering Students with Disabilities through Inclusive Distance Education
• Essential Tools and Resources for Thriving in a Distance Education Environment
• Online Education or Distance Education
• The Role of Distance Education in the Modern Educational System
• The Importance of Discussions During Distance Learning
• The Advantages and Disadvantages of Distance Learning
• Understanding the Cognitive Aspects of Distance Education
• A Guide to Creating an Effective Study Space for Distance Learning
• The Impact of Distance Learning on Students
• Distance Learning as a Key to School Development
• Benefits of Remote Learning for Parents
• Disadvantages of Distance Learning
• Distance Learning Is One of the Fastest-Growing Models of Education
• Distance Education And The Evolution Of Online Learning
• Distance Education: Personal Experience
• It’s Not for Everyone: Distance Education
• Perceived Difficulties by the Distance Education
• School Distance Education: Meaning
• Use of Technologies for Distance Learning
• Convenience of Distance Learning in the Period of COVID-19
• Pass Grades Rise, but Real Learning Disappears: Distance Learning
• Relief for Parents When Their Children Are Studying Remotely
• In Distance Learning, It Is Much More Difficult to Make Acquaintances on the Course
• Many Students Copy Information From the Internet on Distance Learning: The Ethicality of the Issue
• The Issue of Real Interest in Learning: Distance Education
• How to Stay Motivated and Engaged in a Distance Education?
• What Are the Advantages and Disadvantages of Distance Learning?
• What Is the Concept of Open and Distance Education?
• What Are the Effects of Distance Learning?
• How Does Distance Education Affect Students Performance?
• What is Distance Learning?
• The Pros and Cons of Distance Learning: Is It Here to Stay?
• How to Build a Supportive Online Learning Community Distance Education?
• What Are Some of the Advantages of Attending College on Distance Education?
• What Teachers Should Know About Distance Learning?
• What Is Online School and How Does It Work?
• How to Write a Good Distance Learning Essay?
• How Not to Lose Communication Skills With Peers While on Distance Learning?
• How to Maintain an Emotional State While on Distance Learning?
• How to Develop Yourself, Studied Remotely?
• How Distance Learning Benefits Teaching?
• How Manage Your Time in Distance Learning?
• Can Parents Influence a Distance Learning Student?
• How to Learn Additionally on Your Own via Distance Learning?
• Is Distance Learning Beneficial?

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ChalkyPapers. (2024, January 28). 86 Distance Education Research Topics & Essay Examples. https://chalkypapers.com/topics/distance-education-research-topics/

"86 Distance Education Research Topics & Essay Examples." ChalkyPapers , 28 Jan. 2024, chalkypapers.com/topics/distance-education-research-topics/.

ChalkyPapers . (2024) '86 Distance Education Research Topics & Essay Examples'. 28 January.

ChalkyPapers . 2024. "86 Distance Education Research Topics & Essay Examples." January 28, 2024. https://chalkypapers.com/topics/distance-education-research-topics/.

1. ChalkyPapers . "86 Distance Education Research Topics & Essay Examples." January 28, 2024. https://chalkypapers.com/topics/distance-education-research-topics/.

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ChalkyPapers . "86 Distance Education Research Topics & Essay Examples." January 28, 2024. https://chalkypapers.com/topics/distance-education-research-topics/.

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• Review Article
• Published: 27 September 2021

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap

• Sébastien Goudeau   ORCID: orcid.org/0000-0001-7293-0977 1 ,
• Camille Sanrey   ORCID: orcid.org/0000-0003-3158-1306 1 ,
• Arnaud Stanczak   ORCID: orcid.org/0000-0002-2596-1516 2 ,
• Antony Manstead   ORCID: orcid.org/0000-0001-7540-2096 3 &
• Céline Darnon   ORCID: orcid.org/0000-0003-2613-689X 2  

Nature Human Behaviour volume  5 ,  pages 1273–1281 ( 2021 ) Cite this article

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The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality.

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The widespread effects of the COVID-19 pandemic that emerged in 2019–2020 have drastically increased health, social and economic inequalities 1 , 2 . For more than 900 million learners around the world, the pandemic led to the closure of schools and universities 3 . This exceptional situation forced teachers, parents and students to quickly adapt to a new educational context: distance learning. Teachers had to develop online academic materials that could be used at home to ensure educational continuity while ensuring the necessary physical distancing. Primary and secondary school students suddenly had to work with various kinds of support, which were usually provided online by their teachers. For college students, lockdown often entailed returning to their hometowns while staying connected with their teachers and classmates via video conferences, email and other digital tools. Despite the best efforts of educational institutions, parents and teachers to keep all children and students engaged in learning activities, ensuring educational continuity during school closure—something that is difficult for everyone—may pose unique material and psychological challenges for working-class families and students.

Not only did the pandemic lead to the closure of schools in many countries, often for several weeks, it also accelerated the digitalization of education and amplified the role of parental involvement in supporting the schoolwork of their children. Thus, beyond the specific circumstances of the COVID-19 lockdown, we believe that studying the effects of the pandemic on academic inequalities provides a way to more broadly examine the consequences of school closure and related effects (for example, digitalization of education) on social class inequalities. Indeed, bearing in mind that (1) the risk of further pandemics is higher than ever (that is, we are in a ‘pandemic era’ 4 , 5 ) and (2) beyond pandemics, the use of digital tools in education (and therefore the influence of parental involvement) has dramatically increased during this crisis, and is set to continue, there is a pressing need for an integrative and comprehensive model that examines the consequences of distance learning. Here, we propose such an integrative model that helps us to understand the extent to which the school closures associated with the pandemic amplify economic, digital and cultural divides that in turn affect the psychological functioning of parents, students and teachers in a way that amplifies academic inequalities. Bringing together research in social sciences, ranging from economics and sociology to social, cultural, cognitive and educational psychology, we argue that by getting students to work predominantly via digital resources rather than direct interactions with their teachers, and by making the learning process rely more than ever on families rather than teachers, school closures exacerbate social class academic disparities.

First, we review research showing that social class is associated with unequal access to digital tools, unequal familiarity with digital skills and unequal uses of such tools for learning purposes 6 , 7 . We then review research documenting how unequal familiarity with school culture, knowledge and skills can also contribute to the accentuation of academic inequalities 8 , 9 . Next, we present the results of surveys conducted during the 2020 lockdown showing that the quality and quantity of pedagogical support received from schools varied according to the social class of families (for examples, see refs. 10 , 11 , 12 ). We then argue that these digital, cultural and structural divides represent barriers to the ability of parents to provide appropriate support for children during distance learning (Fig. 1 ). These divides also alter the levels of self-efficacy of parents and children, thereby affecting their engagement in learning activities 13 , 14 . In the final section, we review preliminary evidence for the hypothesis that distance learning widens the social class achievement gap and we propose an agenda for future research. In addition, we outline recommendations that should help parents, teachers and policymakers to use social science research to limit the impact of school closure and distance learning on the social class achievement gap.

Economic, structural, digital and cultural divides influence the psychological functioning of parents and students in a way that amplify inequalities.

The digital divide

Unequal access to digital resources.

Although the use of digital technologies is almost ubiquitous in developed nations, there is a digital divide such that some people are more likely than others to be numerically excluded 15 (Fig. 1 ). Social class is a strong predictor of digital disparities, including the quality of hardware, software and Internet access 16 , 17 , 18 . For example, in 2019, in France, around 1 in 5 working-class families did not have personal access to the Internet compared with less than 1 in 20 of the most privileged families 19 . Similarly, in 2020, in the United Kingdom, 20% of children who were eligible for free school meals did not have access to a computer at home compared with 7% of other children 20 . In 2021, in the United States, 41% of working-class families do not own a laptop or desktop computer and 43% do not have broadband compared with 8% and 7%, respectively, of upper/middle-class Americans 21 . A similar digital gap is also evident between lower-income and higher-income countries 22 .

Second, simply having access to a computer and an Internet connection does not ensure effective distance learning. For example, many of the educational resources sent by teachers need to be printed, thereby requiring access to printers. Moreover, distance learning is more difficult in households with only one shared computer compared with those where each family member has their own 23 . Furthermore, upper/middle-class families are more likely to be able to guarantee a suitable workspace for each child than their working-class counterparts 24 .

In the context of school closures, such disparities are likely to have important consequences for educational continuity. In line with this idea, a survey of approximately 4,000 parents in the United Kingdom confirmed that during lockdown, more than half of primary school children from the poorest families did not have access to their own study space and were less well equipped for distance learning than higher-income families 10 . Similarly, a survey of around 1,300 parents in the Netherlands found that during lockdown, children from working-class families had fewer computers at home and less room to study than upper/middle-class children 11 .

Data from non-Western countries highlight a more general digital divide, showing that developing countries have poorer access to digital equipment. For example, in India in 2018, only 10.7% of households possessed a digital device 25 , while in Pakistan in 2020, 31% of higher-education teachers did not have Internet access and 68.4% did not have a laptop 26 . In general, developing countries lack access to digital technologies 27 , 28 , and these difficulties of access are even greater in rural areas (for example, see ref. 29 ). Consequently, school closures have huge repercussions for the continuity of learning in these countries. For example, in India in 2018, only 11% of the rural and 40% of the urban population above 14 years old could use a computer and access the Internet 25 . Time spent on education during school closure decreased by 80% in Bangladesh 30 . A similar trend was observed in other countries 31 , with only 22% of children engaging in remote learning in Kenya 32 and 50% in Burkina Faso 33 . In Ghana, 26–32% of children spent no time at all on learning during the pandemic 34 . Beyond the overall digital divide, social class disparities are also evident in developing countries, with lower access to digital resources among households in which parental educational levels were low (versus households in which parental educational levels were high; for example, see ref. 35 for Nigeria and ref. 31 for Ecuador).

Unequal digital skills

In addition to unequal access to digital tools, there are also systematic variations in digital skills 36 , 37 (Fig. 1 ). Upper/middle-class families are more familiar with digital tools and resources and are therefore more likely to have the digital skills needed for distance learning 38 , 39 , 40 . These digital skills are particularly useful during school closures, both for students and for parents, for organizing, retrieving and correctly using the resources provided by the teachers (for example, sending or receiving documents by email, printing documents or using word processors).

Social class disparities in digital skills can be explained in part by the fact that children from upper/middle-class families have the opportunity to develop digital skills earlier than working-class families 41 . In member countries of the OECD (Organisation for Economic Co-operation and Development), only 23% of working-class children had started using a computer at the age of 6 years or earlier compared with 43% of upper/middle-class children 42 . Moreover, because working-class people tend to persist less than upper/middle-class people when confronted with digital difficulties 23 , the use of digital tools and resources for distance learning may interfere with the ability of parents to help children with their schoolwork.

Unequal use of digital tools

A third level of digital divide concerns variations in digital tool use 18 , 43 (Fig. 1 ). Upper/middle-class families are more likely to use digital resources for work and education 6 , 41 , 44 , whereas working-class families are more likely to use these resources for entertainment, such as electronic games or social media 6 , 45 . This divide is also observed among students, whereby working-class students tend to use digital technologies for leisure activities, whereas their upper/middle-class peers are more likely to use them for academic activities 46 and to consider that computers and the Internet provide an opportunity for education and training 23 . Furthermore, working-class families appear to regulate the digital practices of their children less 47 and are more likely to allow screens in the bedrooms of children and teenagers without setting limits on times or practices 48 .

In sum, inequalities in terms of digital resources, skills and use have strong implications for distance learning. This is because they make working-class students and parents particularly vulnerable when learning relies on extensive use of digital devices rather than on face-to-face interaction with teachers.

The cultural divide

Even if all three levels of digital divide were closed, upper/middle-class families would still be better prepared than working-class families to ensure educational continuity for their children. Upper/middle-class families are more familiar with the academic knowledge and skills that are expected and valued in educational settings, as well as with the independent, autonomous way of learning that is valued in the school culture and becomes even more important during school closure (Fig. 1 ).

Unequal familiarity with academic knowledge and skills

According to classical social reproduction theory 8 , 49 , school is not a neutral place in which all forms of language and knowledge are equally valued. Academic contexts expect and value culture-specific and taken-for-granted forms of knowledge, skills and ways of being, thinking and speaking that are more in tune with those developed through upper/middle-class socialization (that is, ‘cultural capital’ 8 , 50 , 51 , 52 , 53 ). For instance, academic contexts value interest in the arts, museums and literature 54 , 55 , a type of interest that is more likely to develop through socialization in upper/middle-class families than in working-class socialization 54 , 56 . Indeed, upper/middle-class parents are more likely than working-class parents to engage in activities that develop this cultural capital. For example, they possess more books and cultural objects at home, read more stories to their children and visit museums and libraries more often (for examples, see refs. 51 , 54 , 55 ). Upper/middle-class children are also more involved in extra-curricular activities (for example, playing a musical instrument) than working-class children 55 , 56 , 57 .

Beyond this implicit familiarization with the school curriculum, upper/middle-class parents more often organize educational activities that are explicitly designed to develop academic skills of their children 57 , 58 , 59 . For example, they are more likely to monitor and re-explain lessons or use games and textbooks to develop and reinforce academic skills (for example, labelling numbers, letters or colours 57 , 60 ). Upper/middle-class parents also provide higher levels of support and spend more time helping children with homework than working-class parents (for examples, see refs. 61 , 62 ). Thus, even if all parents are committed to the academic success of their children, working-class parents have fewer chances to provide the help that children need to complete homework 63 , and homework is more beneficial for children from upper-middle class families than for children from working-class families 64 , 65 .

School closures amplify the impact of cultural inequalities

The trends described above have been observed in ‘normal’ times when schools are open. School closures, by making learning rely more strongly on practices implemented at home (rather than at school), are likely to amplify the impact of these disparities. Consistent with this idea, research has shown that the social class achievement gap usually greatly widens during school breaks—a phenomenon described as ‘summer learning loss’ or ‘summer setback’ 66 , 67 , 68 . During holidays, the learning by children tends to decline, and this is particularly pronounced in children from working-class families. Consequently, the social class achievement gap grows more rapidly during the summer months than it does in the rest of the year. This phenomenon is partly explained by the fact that during the break from school, social class disparities in investment in activities that are beneficial for academic achievement (for example, reading, travelling to a foreign country or museum visits) are more pronounced.

Therefore, when they are out of school, children from upper/middle-class backgrounds may continue to develop academic skills unlike their working-class counterparts, who may stagnate or even regress. Research also indicates that learning loss during school breaks tends to be cumulative 66 . Thus, repeated episodes of school closure are likely to have profound consequences for the social class achievement gap. Consistent with the idea that school closures could lead to similar processes as those identified during summer breaks, a recent survey indicated that during the COVID-19 lockdown in the United Kingdom, children from upper/middle-class families spent more time on educational activities (5.8 h per day) than those from working-class families (4.5 h per day) 7 , 69 .

Unequal dispositions for autonomy and self-regulation

School closures have encouraged autonomous work among students. This ‘independent’ way of studying is compatible with the family socialization of upper/middle-class students, but does not match the interdependent norms more commonly associated with working-class contexts 9 . Upper/middle-class contexts tend to promote cultural norms of independence whereby individuals perceive themselves as autonomous actors, independent of other individuals and of the social context, able to pursue their own goals 70 . For example, upper/middle-class parents tend to invite children to express their interests, preferences and opinions during the various activities of everyday life 54 , 55 . Conversely, in working-class contexts characterized by low economic resources and where life is more uncertain, individuals tend to perceive themselves as interdependent, connected to others and members of social groups 53 , 70 , 71 . This interdependent self-construal fits less well with the independent culture of academic contexts. This cultural mismatch between interdependent self-construal common in working-class students and the independent norms of the educational institution has negative consequences for academic performance 9 .

Once again, the impact of these differences is likely to be amplified during school closures, when being able to work alone and autonomously is especially useful. The requirement to work alone is more likely to match the independent self-construal of upper/middle-class students than the interdependent self-construal of working-class students. In the case of working-class students, this mismatch is likely to increase their difficulties in working alone at home. Supporting our argument, recent research has shown that working-class students tend to underachieve in contexts where students work individually compared with contexts where students work with others 72 . Similarly, during school closures, high self-regulation skills (for example, setting goals, selecting appropriate learning strategies and maintaining motivation 73 ) are required to maintain study activities and are likely to be especially useful for using digital resources efficiently. Research has shown that students from working-class backgrounds typically develop their self-regulation skills to a lesser extent than those from upper/middle-class backgrounds 74 , 75 , 76 .

Interestingly, some authors have suggested that independent (versus interdependent) self-construal may also affect communication with teachers 77 . Indeed, in the context of distance learning, working-class families are less likely to respond to the communication of teachers because their ‘interdependent’ self leads them to respect hierarchies, and thus perceive teachers as an expert who ‘can be trusted to make the right decisions for learning’. Upper/middle class families, relying on ‘independent’ self-construal, are more inclined to seek individualized feedback, and therefore tend to participate to a greater extent in exchanges with teachers. Such cultural differences are important because they can also contribute to the difficulties encountered by working-class families.

The structural divide: unequal support from schools

The issues reviewed thus far all increase the vulnerability of children and students from underprivileged backgrounds when schools are closed. To offset these disadvantages, it might be expected that the school should increase its support by providing additional resources for working-class students. However, recent data suggest that differences in the material and human resources invested in providing educational support for children during periods of school closure were—paradoxically—in favour of upper/middle-class students (Fig. 1 ). In England, for example, upper/middle-class parents reported benefiting from online classes and video-conferencing with teachers more often than working-class parents 10 . Furthermore, active help from school (for example, online teaching, private tutoring or chats with teachers) occurred more frequently in the richest households (64% of the richest households declared having received help from school) than in the poorest households (47%). Another survey found that in the United Kingdom, upper/middle-class children were more likely to take online lessons every day (30%) than working-class students (16%) 12 . This substantial difference might be due, at least in part, to the fact that private schools are better equipped in terms of online platforms (60% of schools have at least one online platform) than state schools (37%, and 23% in the most deprived schools) and were more likely to organize daily online lessons. Similarly, in the United Kingdom, in schools with a high proportion of students eligible for free school meals, teachers were less inclined to broadcast an online lesson for their pupils 78 . Interestingly, 58% of teachers in the wealthiest areas reported having messaged their students or their students’ parents during lockdown compared with 47% in the most deprived schools. In addition, the probability of children receiving technical support from the school (for example, by providing pupils with laptops or other devices) is, surprisingly, higher in the most advantaged schools than in the most deprived 78 .

In addition to social class disparities, there has been less support from schools for African-American and Latinx students. During school closures in the United States, 40% of African-American students and 30% of Latinx students received no online teaching compared with 10% of white students 79 . Another source of inequality is that the probability of school closure was correlated with social class and race. In the United States, for example, school closures from September to December 2020 were more common in schools with a high proportion of racial/ethnic minority students, who experience homelessness and are eligible for free/discounted school meals 80 .

Similarly, access to educational resources and support was lower in poorer (compared with richer) countries 81 . In sub-Saharan Africa, during lockdown, 45% of children had no exposure at all to any type of remote learning. Of those who did, the medium was mostly radio, television or paper rather than digital. In African countries, at most 10% of children received some material through the Internet. In Latin America, 90% of children received some remote learning, but less than half of that was through the internet—the remainder being via radio and television 81 . In Ecuador, high-school students from the lowest wealth quartile had fewer remote-learning opportunities, such as Google class/Zoom, than students from the highest wealth quartile 31 .

Thus, the achievement gap and its accentuation during lockdown are due not only to the cultural and digital disadvantages of working-class families but also to unequal support from schools. This inequality in school support is not due to teachers being indifferent to or even supportive of social stratification. Rather, we believe that these effects are fundamentally structural. In many countries, schools located in upper/middle-class neighbourhoods have more money than those in the poorest neighbourhoods. Moreover, upper/middle-class parents invest more in the schools of their children than working-class parents (for example, see ref. 82 ), and schools have an interest in catering more for upper/middle-class families than for working-class families 83 . Additionally, the expectation of teachers may be lower for working-class children 84 . For example, they tend to estimate that working-class students invest less effort in learning than their upper/middle-class counterparts 85 . These differences in perception may have influenced the behaviour of teachers during school closure, such that teachers in privileged neighbourhoods provided more information to students because they expected more from them in term of effort and achievement. The fact that upper/middle-class parents are better able than working-class parents to comply with the expectations of teachers (for examples, see refs. 55 , 86 ) may have reinforced this phenomenon. These discrepancies echo data showing that working-class students tend to request less help in their schoolwork than upper/middle-class ones 87 , and they may even avoid asking for help because they believe that such requests could lead to reprimands 88 . During school closures, these students (and their families) may in consequence have been less likely to ask for help and resources. Jointly, these phenomena have resulted in upper/middle-class families receiving more support from schools during lockdown than their working-class counterparts.

Psychological effects of digital, cultural and structural divides

Despite being strongly influenced by social class, differences in academic achievement are often interpreted by parents, teachers and students as reflecting differences in ability 89 . As a result, upper/middle-class students are usually perceived—and perceive themselves—as smarter than working-class students, who are perceived—and perceive themselves—as less intelligent 90 , 91 , 92 or less able to succeed 93 . Working-class students also worry more about the fact that they might perform more poorly than upper/middle-class students 94 , 95 . These fears influence academic learning in important ways. In particular, they can consume cognitive resources when children and students work on academic tasks 96 , 97 . Self-efficacy also plays a key role in engaging in learning and perseverance in the face of difficulties 13 , 98 . In addition, working-class students are those for whom the fear of being outperformed by others is the most negatively related to academic performance 99 .

The fact that working-class children and students are less familiar with the tasks set by teachers, and less well equipped and supported, makes them more likely to experience feelings of incompetence (Fig. 1 ). Working-class parents are also more likely than their upper/middle-class counterparts to feel unable to help their children with schoolwork. Consistent with this, research has shown that both working-class students and parents have lower feelings of academic self-efficacy than their upper/middle-class counterparts 100 , 101 . These differences have been documented under ‘normal’ conditions but are likely to be exacerbated during distance learning. Recent surveys conducted during the school closures have confirmed that upper/middle-class families felt better able to support their children in distance learning than did working-class families 10 and that upper/middle-class parents helped their children more and felt more capable to do so 11 , 12 .

Pandemic disparity, future directions and recommendations

The research reviewed thus far suggests that children and their families are highly unequal with respect to digital access, skills and use. It also shows that upper/middle-class students are more likely to be supported in their homework (by their parents and teachers) than working-class students, and that upper/middle-class students and parents will probably feel better able than working-class ones to adapt to the context of distance learning. For all these reasons, we anticipate that as a result of school closures, the COVID-19 pandemic will substantially increase the social class achievement gap. Because school closures are a recent occurrence, it is too early to measure with precision their effects on the widening of the achievement gap. However, some recent data are consistent with this idea.

Evidence for a widening gap during the pandemic

Comparing academic achievement in 2020 with previous years provides an early indication of the effects of school closures during the pandemic. In France, for example, first and second graders take national evaluations at the beginning of the school year. Initial comparisons of the results for 2020 with those from previous years revealed that the gap between schools classified as ‘priority schools’ (those in low-income urban areas) and schools in higher-income neighbourhoods—a gap observed every year—was particularly pronounced in 2020 in both French and mathematics 102 .

Similarly, in the Netherlands, national assessments take place twice a year. In 2020, they took place both before and after school closures. A recent analysis compared progress during this period in 2020 in mathematics/arithmetic, spelling and reading comprehension for 7–11-year-old students within the same period in the three previous years 103 . Results indicated a general learning loss in 2020. More importantly, for the 8% of working-class children, the losses were 40% greater than they were for upper/middle-class children.

Similar results were observed in Belgium among students attending the final year of primary school. Compared with students from previous cohorts, students affected by school closures experienced a substantial decrease in their mathematics and language scores, with children from more disadvantaged backgrounds experiencing greater learning losses 104 . Likewise, oral reading assessments in more than 100 school districts in the United States showed that the development of this skill among children in second and third grade significantly slowed between Spring and Autumn 2020, but this slowdown was more pronounced in schools from lower-achieving districts 105 .

It is likely that school closures have also amplified racial disparities in learning and achievement. For example, in the United States, after the first lockdown, students of colour lost the equivalent of 3–5 months of learning, whereas white students were about 1–3 months behind. Moreover, in the Autumn, when some students started to return to classrooms, African-American and Latinx students were more likely to continue distance learning, despite being less likely to have access to the digital tools, Internet access and live contact with teachers 106 .

In some African countries (for example, Ethiopia, Kenya, Liberia, Tanzania and Uganda), the COVID-19 crisis has resulted in learning loss ranging from 6 months to more 1 year 107 , and this learning loss appears to be greater for working-class children (that is, those attending no-fee schools) than for upper/middle-class children 108 .

These findings show that school closures have exacerbated achievement gaps linked to social class and ethnicity. However, more research is needed to address the question of whether school closures differentially affect the learning of students from working- and upper/middle-class families.

Future directions

First, to assess the specific and unique impact of school closures on student learning, longitudinal research should compare student achievement at different times of the year, before, during and after school closures, as has been done to document the summer learning loss 66 , 109 . In the coming months, alternating periods of school closure and opening may occur, thereby presenting opportunities to do such research. This would also make it possible to examine whether the gap diminishes a few weeks after children return to in-school learning or whether, conversely, it increases with time because the foundations have not been sufficiently acquired to facilitate further learning 110 .

Second, the mechanisms underlying the increase in social class disparities during school closures should be examined. As discussed above, school closures result in situations for which students are unevenly prepared and supported. It would be appropriate to seek to quantify the contribution of each of the factors that might be responsible for accentuating the social class achievement gap. In particular, distinguishing between factors that are relatively ‘controllable’ (for example, resources made available to pupils) and those that are more difficult to control (for example, the self-efficacy of parents in supporting the schoolwork of their children) is essential to inform public policy and teaching practices.

Third, existing studies are based on general comparisons and very few provide insights into the actual practices that took place in families during school closure and how these practices affected the achievement gap. For example, research has documented that parents from working-class backgrounds are likely to find it more difficult to help their children to complete homework and to provide constructive feedback 63 , 111 , something that could in turn have a negative impact on the continuity of learning of their children. In addition, it seems reasonable to assume that during lockdown, parents from upper/middle-class backgrounds encouraged their children to engage in practices that, even if not explicitly requested by teachers, would be beneficial to learning (for example, creative activities or reading). Identifying the practices that best predict the maintenance or decline of educational achievement during school closures would help identify levers for intervention.

Finally, it would be interesting to investigate teaching practices during school closures. The lockdown in the spring of 2020 was sudden and unexpected. Within a few days, teachers had to find a way to compensate for the school closure, which led to highly variable practices. Some teachers posted schoolwork on platforms, others sent it by email, some set work on a weekly basis while others set it day by day. Some teachers also set up live sessions in large or small groups, providing remote meetings for questions and support. There have also been variations in the type of feedback given to students, notably through the monitoring and correcting of work. Future studies should examine in more detail what practices schools and teachers used to compensate for the school closures and their effects on widening, maintaining or even reducing the gap, as has been done for certain specific literacy programmes 112 as well as specific instruction topics (for example, ecology and evolution 113 ).

Practical recommendations

We are aware of the debate about whether social science research on COVID-19 is suitable for making policy decisions 114 , and we draw attention to the fact that some of our recommendations (Table 1 ) are based on evidence from experiments or interventions carried out pre-COVID while others are more speculative. In any case, we emphasize that these suggestions should be viewed with caution and be tested in future research. Some of our recommendations could be implemented in the event of new school closures, others only when schools re-open. We also acknowledge that while these recommendations are intended for parents and teachers, their implementation largely depends on the adoption of structural policies. Importantly, given all the issues discussed above, we emphasize the importance of prioritizing, wherever possible, in-person learning over remote learning 115 and where this is not possible, of implementing strong policies to support distance learning, especially for disadvantaged families.

Where face-to face teaching is not possible and teachers are responsible for implementing distance learning, it will be important to make them aware of the factors that can exacerbate inequalities during lockdown and to provide them with guidance about practices that would reduce these inequalities. Thus, there is an urgent need for interventions aimed at making teachers aware of the impact of the social class of children and families on the following factors: (1) access to, familiarity with and use of digital devices; (2) familiarity with academic knowledge and skills; and (3) preparedness to work autonomously. Increasing awareness of the material, cultural and psychological barriers that working-class children and families face during lockdown should increase the quality and quantity of the support provided by teachers and thereby positively affect the achievements of working-class students.

In addition to increasing the awareness of teachers of these barriers, teachers should be encouraged to adjust the way they communicate with working-class families due to differences in self-construal compared with upper/middle-class families 77 . For example, questions about family (rather than personal) well-being would be congruent with interdependent self-construals. This should contribute to better communication and help keep a better track of the progress of students during distance learning.

It is also necessary to help teachers to engage in practices that have a chance of reducing inequalities 53 , 116 . Particularly important is that teachers and schools ensure that homework can be done by all children, for example, by setting up organizations that would help children whose parents are not in a position to monitor or assist with the homework of their children. Options include homework help groups and tutoring by teachers after class. When schools are open, the growing tendency to set homework through digital media should be resisted as far as possible given the evidence we have reviewed above. Moreover, previous research has underscored the importance of homework feedback provided by teachers, which is positively related to the amount of homework completed and predictive of academic performance 117 . Where homework is web-based, it has also been shown that feedback on web-based homework enhances the learning of students 118 . It therefore seems reasonable to predict that the social class achievement gap will increase more slowly (or even remain constant or be reversed) in schools that establish individualized monitoring of students, by means of regular calls and feedback on homework, compared with schools where the support provided to pupils is more generic.

Given that learning during lockdown has increasingly taken place in family settings, we believe that interventions involving the family are also likely to be effective 119 , 120 , 121 . Simply providing families with suitable material equipment may be insufficient. Families should be given training in the efficient use of digital technology and pedagogical support. This would increase the self-efficacy of parents and students, with positive consequences for achievement. Ideally, such training would be delivered in person to avoid problems arising from the digital divide. Where this is not possible, individualized online tutoring should be provided. For example, studies conducted during the lockdown in Botswana and Italy have shown that individual online tutoring directly targeting either parents or students in middle school has a positive impact on the achievement of students, particularly for working-class students 122 , 123 .

Interventions targeting families should also address the psychological barriers faced by working-class families and children. Some interventions have already been designed and been shown to be effective in reducing the social class achievement gap, particularly in mathematics and language 124 , 125 , 126 . For example, research showed that an intervention designed to train low-income parents in how to support the mathematical development of their pre-kindergarten children (including classes and access to a library of kits to use at home) increased the quality of support provided by the parents, with a corresponding impact on the development of mathematical knowledge of their children. Such interventions should be particularly beneficial in the context of school closure.

Beyond its impact on academic performance and inequalities, the COVID-19 crisis has shaken the economies of countries around the world, casting millions of families around the world into poverty 127 , 128 , 129 . As noted earlier, there has been a marked increase in economic inequalities, bringing with it all the psychological and social problems that such inequalities create 130 , 131 , especially for people who live in scarcity 132 . The increase in educational inequalities is just one facet of the many difficulties that working-class families will encounter in the coming years, but it is one that could seriously limit the chances of their children escaping from poverty by reducing their opportunities for upward mobility. In this context, it should be a priority to concentrate resources on the most deprived students. A large proportion of the poorest households do not own a computer and do not have personal access to the Internet, which has important consequences for distance learning. During school closures, it is therefore imperative to provide such families with adequate equipment and Internet service, as was done in some countries in spring 2020. Even if the provision of such equipment is not in itself sufficient, it is a necessary condition for ensuring pedagogical continuity during lockdown.

Finally, after prolonged periods of school closure, many students may not have acquired the skills needed to pursue their education. A possible consequence would be an increase in the number of students for whom teachers recommend class repetitions. Class repetitions are contentious. On the one hand, class repetition more frequently affects working-class children and is not efficient in terms of learning improvement 133 . On the other hand, accepting lower standards of academic achievement or even suspending the practice of repeating a class could lead to pupils pursuing their education without mastering the key abilities needed at higher grades. This could create difficulties in subsequent years and, in this sense, be counterproductive. We therefore believe that the most appropriate way to limit the damage of the pandemic would be to help children catch up rather than allowing them to continue without mastering the necessary skills. As is being done in some countries, systematic remedial courses (for example, summer learning programmes) should be organized and financially supported following periods of school closure, with priority given to pupils from working-class families. Such interventions have genuine potential in that research has shown that participation in remedial summer programmes is effective in reducing learning loss during the summer break 134 , 135 , 136 . For example, in one study 137 , 438 students from high-poverty schools were offered a multiyear summer school programme that included various pedagogical and enrichment activities (for example, science investigation and music) and were compared with a ‘no-treatment’ control group. Students who participated in the summer programme progressed more than students in the control group. A meta-analysis 138 of 41 summer learning programmes (that is, classroom- and home-based summer interventions) involving children from kindergarten to grade 8 showed that these programmes had significantly larger benefits for children from working-class families. Although such measures are costly, the cost is small compared to the price of failing to fulfil the academic potential of many students simply because they were not born into upper/middle-class families.

The unprecedented nature of the current pandemic means that we lack strong data on what the school closure period is likely to produce in terms of learning deficits and the reproduction of social inequalities. However, the research discussed in this article suggests that there are good reasons to predict that this period of school closures will accelerate the reproduction of social inequalities in educational achievement.

By making school learning less dependent on teachers and more dependent on families and digital tools and resources, school closures are likely to greatly amplify social class inequalities. At a time when many countries are experiencing second, third or fourth waves of the pandemic, resulting in fresh periods of local or general lockdowns, systematic efforts to test these predictions are urgently needed along with steps to reduce the impact of school closures on the social class achievement gap.

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We thank G. Reis for editing the figure. The writing of this manuscript was supported by grant ANR-19-CE28-0007–PRESCHOOL from the French National Research Agency (S.G.).

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Goudeau, S., Sanrey, C., Stanczak, A. et al. Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nat Hum Behav 5 , 1273–1281 (2021). https://doi.org/10.1038/s41562-021-01212-7

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Distance Education Essay Topics

• Essay Topics

Fascinating Topics To Write About Distance Education

• Utilization of Computer and Internet Resources For Distance Education
• Synchronous Issues With Distance Learning
• Leadership, Management, and Online Education
• Contextualizing the Online Classroom As A “Safe Space” For Learning In Online Teaching and Learning
• Regulation and Law In Nursing and Distance Education
• Distance Education In Higher Education and Student Adjustment
• Distance Learning Requirements and Accreditation
• The Challenges of Adult Students In Online and Distance Learning
• Experiences of Distance Education Students In Higher Education With Participation and Inclusion In Teaching and Learning
• Effects of Distance Learning on Higher Education Globally
• Factors Affecting Adult Students Enrolled In Distance Education’s Learning Outcomes
• Computers and Distance Learning
• Low Education and Distance Education
• Advice For Managers Starting A Distance Learning Program
• Theory of Distance Education: Conversation, Organization, and Learner Independence
• The Advantages of Distance Learning and Its Future
• Investment Motives For Distance Education
• How Distance Education Has Changed the World of Education
• The Practice of Distance Education: Techniques and Advantages
• Differences In Access and Financing For Students In Rural and Urban Areas

Distance Education Essay Titles

• Academic Success Factors: Online Vs. Traditional Education
• Comparing Face-To-Face Instruction, Distance Education, and Online Instruction
• The Benefits and Drawbacks of Distance Learning
• Theoretical Foundations of Distance Learning
• Psychometric Properties of the Grit Questionnaire and Associations With Academic Performance: Measuring Perseverance and Passion In Distance Education Students
• Impact of Distance Learning on the World
• Healthcare Professional Education: Face-To-Face and Distance Learning Methods
• The Evolution of Online Learning and How Distance Education Has Changed the World
• Old Fears, New Fears: A Study of the “Psychological Cost” To Students In Traditional and Online Education
• The Issue With Distance Education and Its Importance
• Distance Education’s Pedagogical Reflections on “The Missing Borders.”
• Technologies For Telecommunication and Distance Education
• Time Management For Online Learning
• How Distance Learning Can Benefit Developing and Poorer Nations
• Examining the Benefits of College Distance Education
• The Need For Online Learning and Distance Education
• Disability-Related Students and Distance Learning
• Comparison of the Advantages and Disadvantages of Online and Traditional Education
• Isolation of Rural Schools Due To Distance Education
• Discovering Factors That Affect the Success of Distance Education In Terms of Learner Satisfaction and Application

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Home — Essay Samples — Education — Educational System — Distance Education

Essays on Distance Education

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94 Online Learning Essay Topics

🏆 best essay topics on online learning, 👍 good online learning research topics & essay examples, 🎓 most interesting online learning research titles, 💡 simple online learning essay ideas, ❓ research questions for online learning.

• Reasons Why Face-To-Face Education Is Better Than Online Learning
• Pros and Cons of Online Learning
• Online Learning vs. In-Person Learning
• Distance Learning: Advantages and Disadvantages
• Distance Learning vs. The Traditional Classroom
• Online Learning Technologies
• Why More and More Students Are Taking Online Classes?
• Distance Learning and Social Change Distance learning can be defined as a form of education where learners can learn wherever they are through the use of technology.
• Online Learning During the Pandemic When it comes to the notion of education, the process of online learning has become salvation to the problem of education access and efficiency.
• Online Learning and Students’ Mental Health Mental health is an aspect that attracts significant attention from researchers interested in investigating the connection between the lack of social interactions.
• Traditional vs. Virtual Learning Environment With the development of the ICT system, the traditional learning environments are in the process of developing new virtual spaces designed for learning.
• Learner Isolation in Distance Education Research demonstrates that distance education is the “magic bullet” in addressing nursing shortage issues and ensuring that nurses have the opportunity to advance their skills.
• Technology, Distance Education, and Its Quality This paper examines major issues associated with technology and distance learning and how they impact on the quality of education offered to learners.
• Information Technology Enabled Online Learning This paper investigates on the aspect of Information Technology – enabled online learning and the relevant technologies that are utilized.
• Online Classes: Computer Literacy and Knowledge The aim of the paper is to prove that educational establishments should change their policies to introduce online classes.
• Distance Learning: Pros and Cons This paper will explore the question of the extent distance learning can be used as an effective tool for promoting equal educational opportunities.
• Hidden Curriculum in Online Classes The hidden curriculum both for online and face-to-face classes specifies the necessity to obey rules, standards, and laws, listen to people who have more knowledge and experience.
• Analysis of Cultural Disconnect in Virtual Learning Environments There has been a cultural disconnect in learning environments in education. Language is the most significant contributor to cultural disconnect within the educational centers.
• Theories, Tools, and Principles of Online Learning Modern technology has changed education designs. Using a range of new communications and network tools it is easy to design an online education platform.
• Past and Current Trends in Distance Education Distance learning has been evolving as time goes by and this means that there are certain trends that need to be looked at.
• The Social Interaction in an Online Learning Community The modern online education needs adjustments related to the facilitation of independent learning, student collaboration, and minimization of the role of the teacher.
• Online Learning as an Integral Component of the Education System The essay will examine how online learning has become an integral component of the education system and the benefits it offers compared to the physical classroom model.
• The Benefits of Taking Online Classes The ongoing COVID-19 pandemic negatively impacted the majority of public and private sectors, including the education system.
• Education Theory for Online Learning Teaching online entails the development of instructions for students and delivering them through technological gadgets.
• Zines Distance Learning Education and Before You Go Magazine The review of zines Distance Learning Education and Before managed to underline their significance for the modern population in terms of their functions and characteristics.
• Online Learning and Education Course Reflections The course on online learning and the application of information technologies has demonstrated to me that educators should help students reduce extraneous processing.
• Adobe Connect GoToMeeting in Distance Learning The study has focused on the impacts of implementing Adobe Connect Gotomeeting in distance learning as a collaboration tool and its impact on instructions and learning.
• Distance Learning for Addressing Nurse Shortage Distance education could be embraced to teach more individuals and address the current predicament of the nursing shortage.
• Learning Methods: Online Learning Online learning takes place without the physical presence of the instructor. It is a structured learning which involves online teaching in absence of the instructor.
• Continuing Education and Online Learning Effectiveness
• Difference Between Classroom Learning and Online Learning
• Online Learning Spanish Lesson on Reflexive Verbs and Pronouns
• Convergent and Divergent Thinking of Online Learning
• Online Learning and Traditional Learning: An Outlook Into the Past and the Future of Education
• Tips for Successful Online Learning
• Online Learning and Forecast Combination in Unbalanced Panels
• Effective Online Learning Content Delivery
• Global Opportunities for Education via Online Learning
• Kalman Filtering and Online Learning Algorithms for Portfolio Selection
• Overcoming Asynchronous Online Learning Limitations
• Generalized Feature Embedding for Supervised, Unsupervised, and Online Learning Tasks
• Online Learning for Students With Disabilities
• Study Curriculum and Instruction With an Emphasis on Online Learning
• The Knowledge Gradient Algorithm for a General Class of Online Learning Problems
• Examining the Factors That Influence How Instructors Provide Feedback in Online Learning Environments
• Students’ Achievement Emotions and Online Learning in Teacher Education
• Success Factors for Self-Paced Online Learning in Business
• Improving Online Learning: Student Perceptions of Useful and Challenging Characteristics
• Online Learning: Anywhere Anytime Education for Specialist Nursing
• Increasing Student Engagement With Online Learning Platforms
• Writing and Online Learning Tools
• Oracle-Based Robust Optimization via Online Learning
• Online Learning Event for Adult Learners
• Online Learning, Research, and Services
• The Value and Effectiveness of Online Learning
• False Concepts Surrounding the Online Learning Environment
• E-Learning, Its Effects, Advantages, Disadvantages and Why People Use It
• How Important Is Technology in Online Education? Benefits, Challenges, and Impact on Students
• The Benefits of Online Training in Schooling
• 10 Minute School – One of the Largest and Best Online Education Platforms
• Role of Digital Library in Support to Teaching and Learning: A Study
• Benefits and Challenges for the Online Learner
• Students’ Online Learning Challenges During the Pandemic
• The Effects of an Online Learning Environment
• Students’ Motivations and Barriers to Online Education
• The Different Roles Within an Online Learning Environment
• The Trends Towards Online Learning
• The Benefits and Drawbacks of Online Learning
• Planning Strategies and Time Management Essential in Online Learning
• Can Online Learning Bend the Higher Education Cost Curve?
• How Can Technology Improve Online Learning?
• What Are the Biggest Challenges Facing Online Learning Today?
• Is Online Learning Accessible to All?
• Why Is Online Learning a Very Effective Way for Students to Study?
• What Is the Impact of Online Learning on Students?
• Is Online Learning as Effective as In-Person Learning?
• What Are the Key Factors for Making Online Learning Effective in Education?
• How Can the CoI Framework Support Positive Online Learning?
• What Are the Benefits and Drawbacks of Online Learning?
• How Is Effective Online Learning in This Time of Pandemic?
• Is Online Learning More Effective Than Classroom?
• What Is the Environment of Online Learning?
• How Does Online Learning Affect Students’ Academic Performance?
• What Are the Best Practices for Online Teaching and Learning?
• Why Is Online Learning More Accessible?
• How Is Academic Performance Measured in Online Learning?
• Is Online Learning Effective in Educating Students?
• What Is the Impact of Online Learning on the Quality of Education?
• Why Is Online Learning Harder for Students?
• How Can We Make Online Learning More Effective?
• What Are the Negative Impacts of Online Learning?
• Is Online Learning the Future of Education?
• How Do Students Feel About Online Learning?
• What Makes a Good Online Learning Environment?

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• Distance Education Essays

Distance Education Essays (Examples)

1000+ documents containing “distance education” .

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Distance education vs classroom education.

391). This, Vindovich (2002) both acknowledges the diffeence between taditional and distance education and validates this type of education as having the same academics as taditional education. Although studying distance education in tems of quality and quality compaison with classoom education is valid, anothe appoach to detemining whethe distance education is of the same quality as classoom education is up to the students. Pogams and teaches can influence school quality, but students' effots can lagely impact education quality as well. This is what eseaches Lawless and Richadson (2002) found when they detemined that "appoaches to studying in distance education ae stongly associated with students' peception of the academic quality of thei couses" (p. 257). In othe wods, the eseaches found that the quality of distance education was not measued by some abitay method, but by the students' own effot. Futhemoe, Richadon and Woodley (2001) examined deaf students' studying in distance leaning,….

references of deaf students in distance education. Higher Education. 42, 61-83.

Stella, Antony and Gnanam, a. (2004). Quality Assurance in Distance Education: The Changes to be Addressed. Higher Education. 47(2), 143-160.

Vindovich, Lesley (2002). Quality assurance in Australian Higher Education:

Globalisation and 'steering at a distance.' Higher Education. 43, 391-408.

Distance Education in Assessing the

independent study. It is still a broadcast-related approach to teaching and doesn't give the student an opportunity to fully participate in the learning process. Telecourses are ideal for reaching thousands or millions of students who are motivated to learn. The drawback is the lack of interaction with instructors. The development of interactive television based on satellite and cable networks, and the development of interactive video have contributed to the development of online learning and virtual universities. In conjunction with the exponential growth of the Internet as an online learning platform, interactive television and video have become complimentary to online learning. The advantages of these forms of distance education are their ability to deliver interactive learning sessions for students, greater access to the materials used in the class via digital access, and the use of ancillary videos to better understand concepts. The drawbacks of these platforms for distance education are the….

Mehdi Najjar (2008). On Scaffolding Adaptive Teaching Prompts within Virtual Labs. International Journal of Distance Education Technologies, 6(2), 35-54. Retrieved September 16, 2008, from ABI/INFORM Global database. (Document ID: 1522465811).

Distance Edu International Distance Education

Countries like the United States are leading the way in providing global access to advanced educational material. NASA's Digital Learning Network, in conjunction with the United States Distance Learning Association (USDLA), Discovery Education and Polycom are allowing middle school students around the globe to remotely visit and survey NASA space and research centers. Participating schools include those in developing nations like Mexico and India (Polycom 2008). One of the ways distance education can be harnessed to help poor nations prosper is through enterprise-level training and access. Multinational corporations with headquarters in developing nations can hire educational institutions to develop specialized training software, hardware, and distance learning applications. Participants can use the learning opportunities to help labor forces in developing nations move beyond the yoke of unskilled labor and toward more skilled positions ranging from language translation and communications to information technology and engineering. Distance learning can help companies prosper too,….

Moore, M. & Kearsley, G. (2005). "The Global Span of Distance Education." Chapter 11, in Distance Education: A Systems View. Thomson/Wadsworth.

Polycom (2008). Students Study Climate Change in Antarctica and Visit NASA Space Centers During National Distance Learning Week. Press Release. Market Watch. Retrieved Nov 18, 2008 at  http://www.marketwatch.com/news/story/Students-Study-Climate-Change-Antarctica/story.aspx?guid= {BCDE117F-3581-45DC-A60A-63E46B7A073B}

Distance Education Is Much More Popular Today

Distance education is much more popular today than it ever was in the past. The Internet has allowed people from all over the world to study at home and juggle their education around their careers and families. ecause of that, more people are able to get the education they always wanted. That will allow them to move forward with their lives in more ways than just their finances. Is distance learning for everyone, though, or are there only certain subsets of learners who should be involved with distance learning? Research into distance learning in general can help to answer that question. Distance education is becoming a popular alternative way for graduate students to learn and, although there are drawbacks, the literature shows many students believe that distance learning is an effective format that has great advantages for them and represents an important way to reach their educational targets. efore the….

Bibliography

Annetta, L, Murray, M, Laird, S.G., Bohr, S., & Park, J. (2008). Investigating student attitudes toward a synchronous, online graduate course in a multi-user virtual learning environment. Journal of Technology and Teacher Education, 16(1): 5-34.

Livengood, K., & McGlamery, M. (n.d.) Graduate students' preferences in online instruction. Curriculum and Instruction. Angelo State University. Proceeding. 471-475.

Tomei, L.A. (2006). The impact of online teaching on faculty load: computing the ideal class size for online courses. Journal of Technology and Teacher Education, 14(3): 531-541.

Distance Education Is Proliferating in

Of course, technology is integral to the delivery of services for all three of these institutions. The Indira Gandhi school appears to be the least equipped with next-generation services and applications. However, the Indira Gandhi National Open University uses technology tools like video and audio materials to reach students without access to cutting edge technology. The African Virtual University relies on help from the Massachusetts Institute of Technology (MIT) for providing information technology architecture and other essential planning services. Likewise, CEAD capitalizes on its relationship with Nova Southeastern University for the delivery of top quality digital materials. 2. The United Nations Educational, Scientific and Cultural Organization (UNESCO) prioritizes distance learning as an essential component of its mission. The UNESCO policy toward distance education delivery is presented clearly on their Web site. A stated goal of UNESCO-sponsored education initiatives is to build "Knowledge Societies." Increasing access to information increases political and economic….

African Virtual University (AVU). Web site retrieved Nov 18, 2008 at  http://www.unesco-ci.org/cgi-bin/portals/information-society/page.cgi?d=1&g=2631 

Indira Gandhi National Open University. Web site retrieved Nov 18, 2008 at  http://www.ignou.ac.in/ 

The Inter-American Distance Education Consortium (CREAD). Web site retrieved Nov 18, 2008 at http://www.schoolofed.nova.edu/cread/index.htm

United Nations Educational, Scientific, and Cultural Organization (UNESCO). "Observatory Portal." Retrieved Nov 18, 2008 at

Distance Education Theory Moore Opens

He begins by introducing the concept of neo-Fordism (or neo-industrialization) which was characterized by product innovation. The age of neo-Fordism led to distance education adapting itself to the more demanding consumerist society as it started to produce a wider array of small-scale courses on which constant innovation can be made possible. Post-Fordism (or post-industrialization), on the other hand, does not have much difference from neo-Fordism only that it adds "high labor responsibility" prompting to the creation of "decentralized working groups who would be responsible themselves for the development of their own teaching programs (par. 27). Pedagogical Consequences After presenting how education revolved in accordance with the historical specificities of its time, Moore resigns to the fact that education will always be subjected to economic considerations, technological and organization efforts, as well as instructional motives. In the case of traditional and distance education, the considerations and motives to which it is subjected….

Distance Education Man Has Always Thirsted for

Distance Education Man has always thirsted for education and improvement of self. The ability to cognate and reason distinguishes man as superior to other species. From the Greeks to the Romans in Europe, to the Chinese and the Indians in the Asian subcontinent, to the American Indian tribes of North America and the Mayans from South America, ecivilization has displayed formal or informal educational structures. These edifices were the building blocks of their respective societies. Many of these societies evolved from an informal style of education to a more formal and generalized format over the period of the existence of any civilization. Many universities in the U.S., Western Europe and Australia have been offering online courses and distance learning program for students in the developing countries around the world. There is however little being done to adapt these courses to the needs of the local population in the region. Developing countries, especially….

ACE (2004) Frequently asked questions Accessed on August 1, 2004 at  http://www.acenet.edu/faq/viewInfo.cfm?faqID=16 

Ayers, J.B. (2001) Handbook of supply chain management, St. Lucie Press;

APICS, Boca Raton, Fla.

Alexandria, Va.

Distance Education Is a Growing

Brazil for instance was successful in its Program for Training in-Service Teachers called PROFORMACAO, a national project that provides distance education to unqualified elementary school teachers. Similarly, in Arab states where some of the poorest countries in the world are found, educational programs were designed to practically address the basic needs of its citizens. The Sudan Open Learning Organization for example provides adult literacy program, primary health care program, income-generating and small business skills and training for basic level teachers. Distance education all over the world has a great breadth; it ranges from early childhood education to elementary and secondary schools, tertiary levels and post graduate levels, and even to special learners. New Zealand is notable for having a good mix of distance education institutions. t has a Correspondence School that caters to early childhood and secondary school students; the Massey University for post-secondary and tertiary students and the Open….

In an effort to implement cost-effective education programs, systems approach is used wherein the government employs the best means of delivery and human resources in a collaborative nationwide effort. Brazil for instance was successful in its Program for Training in-Service Teachers called PROFORMACAO, a national project that provides distance education to unqualified elementary school teachers. Similarly, in Arab states where some of the poorest countries in the world are found, educational programs were designed to practically address the basic needs of its citizens. The Sudan Open Learning Organization for example provides adult literacy program, primary health care program, income-generating and small business skills and training for basic level teachers.

Distance education all over the world has a great breadth; it ranges from early childhood education to elementary and secondary schools, tertiary levels and post graduate levels, and even to special learners. New Zealand is notable for having a good mix of distance education institutions. It has a Correspondence School that caters to early childhood and secondary school students; the Massey University for post-secondary and tertiary students and the Open Polytechnic of New Zealand for trade specialists. Delivery of distance education takes in various means and ways such as printed study guides and textbooks, broadcast television and radio programs, computer software, CD-ROMS, audio-video cassette tapes, electronic media, face-to-face tutorials in study centers, computer-mediated conferencing, internet and so on. The case of the Netherlands is unique because distance study is self-paced. Students enrolled in degree programs at the Open Universiteit of the Netherlands can enroll at any time and "there is no cohort of students following a prescribed study pattern." They can decide for themselves when to take examinations and can obtain learning materials from the university's electronic network called Studiener.

To address technological and knowledge gaps between nations, the World Bank and United Nations Educational, Science, and Cultural Organization (UNESCO) have implemented programs for distance learning. The World Bank believes that technical know-how is needed by poor countries to improve its economy thus, suggests that "poorer countries have the option of acquiring and adapting much knowledge already available in richer countries." It has set up distance learning centers in developing countries in a program called Global Development Learning Network. Its Global Distance Education Network is another project that is part of knowledge dissemination strategy. Meanwhile, UNESCO supposes that the best strategy to help developing countries is to "make the best use of culturally-relevant and affordable information and communication technologies" so it designed in 2002 a special course "Information and Communications Technologies in Distance Learning" specifically for policy makers and distance education practitioners in developing countries.

Distance Education Offers a Timeline

A similar trend was seen in many areas of U.S. society, such as the restriction of medicinal claims on products and other trends that began in the same decade. It was very interesting to find that the U.S. Armed Forces had any part in distance education, and specifically how broad the areas of study offered by the U.S. Armed Forces Institute. The student base of about 500,000 is also interesting and surprising, but might be explained again by the fact that the nation was in constant need to make better citizens, and feeding the brain was though to be essential to this. It would also be interesting to see how much the USAFI utilized the programs to stress the importance of military service, though it is also clear that much of the work they did was to educate existing service men who had left education to join the military. In many….

Distance Education the Question of

While these needs may be found in only a small minority of the students, there should be equal opportunity for all students to advance and achieve. In the single student faced with confusion, that instance may be either a life changing or a debilitating experience for them. This can severely impact their decision now and for the rest of their life. In that light, he suggests, that a student profile be maintained by school counselors so that his or her progress can be monitored throughout their academic life. Instance such as illness, physical or emotional, or family concerns should also be noted in that they may have impact on when due dates for assignment are missed or exam not taken coincide with personal problems. While a wide latitude is inadvisable, certainly there is some needed if true learner support is to be achieved. There indeed should be a student support….

Distance Learning Distance Education Review

One of the most important is that distance education is not new. Although we now use computers and the Internet to accomplish the task, distance education began with correspondence. Thus, if we are to further the research regarding effective distance education, we must look, not simply for a description of types of distance education or a rehashing of history, but rather an innovation, like the computer and the Internet, that can bring the field of study forward nearly as much as that innovation did. That distance education has certainly become a form of learning that has transcended social, political, and financial boundaries, allowing even the most stigmatized to go to school, is the field's most impacting contribution. Perhaps further study will allow researchers to determine how distance education can not only be bettered but stretched to meet more of those whom most agreed would never go to college..

Distance Education Zane Berge Isn't

The imperative then is to design and deliver a course that inspires the interaction with the appropriate tools (Summerville & Johnson, 2006). If this is the case social networking sites used in education will shortly become accepted. This would lead us to the belief that the days of lecture and repeat and 'death by PowerPoint bullets' in education are coming to a close and, in turn, its end signals that there is not only a shift in the actual physical delivery of education, but also in our methods of instruction. ibliography Hanna, D., Glowacki-Dudka, M., & Conceicao-Runlee, S. (2000). 147 Practical tips for teaching online groups: Essentials of Web-based education. Madison, WI: Atwood Publishing. Summerville, J., & Johnson, C.S. (2006). Rural creativity: A study of district mandated online professional development. Journal of Technology….

Hanna, D., Glowacki-Dudka, M., & Conceicao-Runlee, S. (2000). 147 Practical tips for teaching online groups: Essentials of Web-based education. Madison, WI: Atwood Publishing.

Summerville, J., & Johnson, C.S. (2006). Rural creativity: A study of district mandated online professional development. Journal of Technology and Teacher Education, 14 (2), 347-361.

Bonk Distance Education Like Many

However, I also believe that Bonk's prediction that learning will be increasingly diversified is in the process of realizing. Many individuals are offering short email courses on a variety of both academic and non-academic topics. The rapid rise of these creates a challenge in terms of quality assurance. I do not believe that this challenge is however insurmountable. As Bonk notes, instructors will peer review each other's work and collaborate in creating a global network of learning. A also feel that Bonk's prediction of freelance work creation for instructors via the Internet can mark the beginning of a new economic paradigm worldwide. Increasing amounts of people are engaging in online services such as writing and editing. There is no reason why the same development will not also extend to the teaching profession. The implications for job creation and opportunities for many qualified individuals are profound. This is especially so in….

Second Life and Distance Education

However, surprisingly, distance educators have not caught onto the trend. Web 2.0 applications offer users an experience beyond the typical University experience. Second Life offers the ability to add the social element and interaction that is often missing from the distance education experience. If traditional universities and public entities see the opportunity to use Second Life for education, and to disseminate public information, then this would seem like the next logical step in improving distance education programs. Students could attend a virtual classroom that is like a brick and mortar classroom in many ways. One of the key difficulties in implementing online education in an online world is that students may not have access or the skills necessary to function in an online world. Second Life requires the most advanced graphics cards and systems to run. It will not run on older systems or those that do not meet the….

Hoover, Aaron. (2007). At UF, distance learning moves off the planet. February 7, 2007. University of Florida News. Retrieved December 20, 2008.

Simteach.com (2008a). Second Life Universities and Private Islands. Retrieved December 19, 2008 at  http://www.simteach.com/wiki/index.php?title=Second_Life:_Universities_and_Private_Islands 

Simteach.com (2008b). Second Life Universities and Private Islands. Retrieved December 19, 2008 at  http://simteach.com/wiki/index.php?title=Second_Life:_Universities_and_Private_Islands

Nurse Distance Education Regulation and Legislation

Nurse, Legislation and egulation Identify a legislative issue/policy change related to a workforce/patient care issue that you believe to be a priority. Describe legislative efforts surrounding your interest. The developments and strides in distance education has proved to be a worthwhile evolution in educating as well as practice of modern nursing construct that now requires some really fast and accurate means of knowledge dissemination (Benner et al., 2010; IOM, 2010; Jones & Wolf, 2010). The advanced technology helps in extending the reach of multifaceted nursing faculty, where the students might be placed in remote areas and lack access to quality education in pursuing their nursing dreams as a career option (Jones & Wolf, 2010). The predicaments faced in these newly evolved settings, as envisaged by Board of Nursing (BON), are noted as under: BON needs that the local educational regulations match with their own while approving distance education programs. The issue of licensing of….

Anderson, K. M., & Avery, M. D. (2008). Faculty teaching time: A comparison of Web-based and face-to-face graduate nursing courses. International Journal of Nursing Education Scholarship, 5, 1-12.

Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Retrieved from www.carnegiefoundation.org/newsroom/press-releases/educating-nurses-call-radical-transformation

Billings, D. (2000). A framework for assessing outcomes and practices in web-based courses in nursing. Journal of Nursing Education, 39(2), 60-67.

Chappy, S. L., Stewart, S. M., & Hansen, T. S. (2010). Eliminate border wars. Nursing Education Perspectives, 31(6), 392-394.

391). This, Vindovich (2002) both acknowledges the diffeence between taditional and distance education and validates this type of education as having the same academics as taditional education. Although studying distance…

independent study. It is still a broadcast-related approach to teaching and doesn't give the student an opportunity to fully participate in the learning process. Telecourses are ideal for…

Countries like the United States are leading the way in providing global access to advanced educational material. NASA's Digital Learning Network, in conjunction with the United States Distance…

Distance education is much more popular today than it ever was in the past. The Internet has allowed people from all over the world to study at home and…

Of course, technology is integral to the delivery of services for all three of these institutions. The Indira Gandhi school appears to be the least equipped with next-generation services…

He begins by introducing the concept of neo-Fordism (or neo-industrialization) which was characterized by product innovation. The age of neo-Fordism led to distance education adapting itself to the…

Distance Education Man has always thirsted for education and improvement of self. The ability to cognate and reason distinguishes man as superior to other species. From the Greeks to the…

Brazil for instance was successful in its Program for Training in-Service Teachers called PROFORMACAO, a national project that provides distance education to unqualified elementary school teachers. Similarly, in…

A similar trend was seen in many areas of U.S. society, such as the restriction of medicinal claims on products and other trends that began in the same…

While these needs may be found in only a small minority of the students, there should be equal opportunity for all students to advance and achieve. In the…

One of the most important is that distance education is not new. Although we now use computers and the Internet to accomplish the task, distance education began with…

The imperative then is to design and deliver a course that inspires the interaction with the appropriate tools (Summerville & Johnson, 2006). If this is the case social…

However, I also believe that Bonk's prediction that learning will be increasingly diversified is in the process of realizing. Many individuals are offering short email courses on a…

However, surprisingly, distance educators have not caught onto the trend. Web 2.0 applications offer users an experience beyond the typical University experience. Second Life offers the ability to…

Law  (general)

Nurse, Legislation and egulation Identify a legislative issue/policy change related to a workforce/patient care issue that you believe to be a priority. Describe legislative efforts surrounding your interest. The developments and…

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IELTS Daily Essay Topic: Nowadays, distance learning programs have gained popularity.

• Updated on  
• Apr 10, 2024

Brainstorming Ideas

Refer to the brainstorming ideas below to get a better understanding of the essay response.

• In-person courses at colleges and universities allow students to engage in face-to-face discussions.
• It gives a deeper understanding of the subject.
• Provides students with platforms for extracurricular activities, contributing to personal growth and development.
• It often provides practical exposure to the students.
• It also develops the habit of discipline and time management in students.

Q. Nowadays, distance learning programs have gained popularity, but some people argue that online courses can never be as good as those taken at a college or university in person. To what extent do you agree or disagree? 

Ans . Distance learning programs have gained a significant attraction. However, I firmly believe that online courses can never match the quality of those that are taken at a college or university in person. 

Traditional in-person education provides an environment of comprehensive learning as it allows students to engage in face-to-face discussions with their teachers and peers. These discussions often lead to a deeper understanding of the subject matter and give people immediate feedback that further enhances their learning process. Apart from this, colleges and universities not only offer academic learning but also provide students with a platform to learn essential life skills. Participating in extracurricular activities, navigating campus life and interacting with various students who come from unique cultures and backgrounds contribute to students’ personal growth and development, which other online courses often overlook. 

Moreover, traditional colleges and universities often provide practical exposure to the students with the help of laboratories, workshops and internships. For example, a student who has been studying engineering can gain hands-on experience with machinery and tools in a physical workshop rather than an online environment. Furthermore, it also develops the habit of discipline and time management in students. For example, if a student attends classes at a specific time, they will also be told to submit assignments on time while balancing their extracurricular activities which will foster the habit of doing things on time and that too effectively. But when it comes to online courses, they are flexible which will not help in fostering these skills. 

To conclude, while the online course does have its own set of merits, it can not match the comprehensive learning experience that a classroom provides. The face-to-face interaction, practical exposure to things, and holistic development opportunities offered by it are invaluable and can not be compromised. 

Paraphrased Statement: Distance learning programs have gained a significant attraction. 

Thesis Statement:  However, I firmly believe that online courses can never match the quality of those that are taken at a college or university in person. 

Body Paragraph 1-Topic Sentences: Traditional in-person education provides an environment of comprehensive learning as it allows students to engage in face-to-face discussions with their teachers and peers. These discussions often lead to a deeper understanding of the subject matter and give people immediate feedback that further enhances their learning process.

Body Paragraph 1- Supporting Reasons and Explanations: Apart from this, colleges and universities not only offer academic learning but also provide students with a platform to learn essential life skills. Participating in extracurricular activities, navigating campus life and interacting with various students who come from unique cultures and backgrounds contribute to students’ personal growth and development, which other online courses often overlook. 

Body Paragraph 2- Topic sentence: Moreover, traditional colleges and universities often provide practical exposure to students with the help of laboratories, workshops and internships. For example, a student who has been studying engineering can gain hands-on experience with machinery and tools in a physical workshop rather than an online environment. 

Body paragraph 2- Supporting Reasons and Explanations: Furthermore, it also develops the habit of discipline and time management in students. For example, if a student attends classes at a specific time, they will also be told to submit assignments on time while balancing their extracurricular activities which will foster the habit of doing things on time and that too effectively. But when it comes to online courses, they are flexible which will not help in fostering these skills. 

Conclusion: To conclude, while the online course does have its own set of merits, it can not match the comprehensive learning experience that a classroom, provides. The face-to-face interaction, practical exposure to things, and holistic development opportunities offered by it are invaluable and can not be compromised.

Vocabulary in Use

Linkers and connectors used.

Following are the linkers and connectors used:

• Apart from this
• For example
• Furthermore
• To conclude

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Maya Angelou: a Trailblazer in Literature, Activism, and Education

This essay about Maya Angelou’s multifaceted contributions as a literary icon, civil rights activist, and educator. It highlights her groundbreaking memoir “I Know Why the Caged Bird Sings,” her influential poetry, and her pivotal role in the civil rights movement. Angelou’s impact extended beyond literature, as she became the first African American woman to have a screenplay produced and used her voice to advocate for social justice. Additionally, the essay explores her legacy in education, mentoring aspiring writers and scholars. Angelou’s life serves as a testament to the transformative power of storytelling and activism in creating a more just and equitable society.

How it works

Maya Angelou, neé Marguerite Annie Johnson on April 4, 1928, in St. Louis, Missouri, emerged as a towering luminary in the annals of American literature, civil rights advocacy, and academia. Her odyssey from a tumultuous upbringing marred by trauma and racial bigotry to attaining eminence as a revered poet, author, and influential advocate for societal equity is nothing short of remarkable.

Angelou’s literary opus is as varied as it is profound. Her inaugural memoir, “I Know Why the Caged Bird Sings,” unveiled in 1969, shattered conventional barriers and defied societal norms with its unflinching portrayal of race, identity, and fortitude.

The memoir, which chronicles Angelou’s formative years in the Jim Crow South, endures as a timeless masterpiece, captivating audiences with its unadulterated candor and melodic prose.

Beyond her memoir, Angelou’s poetry reverberates with a profundity of sentiment and perspicacity that resonates with the human soul. Her iconic verse, “Still I Rise,” stands as a clarion call for empowerment and perseverance in the face of adversity, galvanizing successive generations with its potent message of resilience and optimism.

Angelou’s creative acumen transcended the written word. She blazed trails in the realms of cinema and television, attaining the distinction of being the first African American woman to have a screenplay adapted into a feature film with “Georgia, Georgia” in 1972. Throughout her vocation, she persisted in breaking down barriers and challenging stereotypes, leveraging her platform to amplify marginalized voices and advocate for societal metamorphosis.

In tandem with her artistic triumphs, Angelou was an indefatigable proponent of civil rights and parity. Collaborating with luminaries such as Martin Luther King Jr. and Malcolm X, she lent her voice and influence to combat racial prejudice and discrimination. Angelou’s activism was deeply rooted in her personal encounters with oppression and adversity, propelling her commitment to engendering a more equitable and just society for all.

Angelou’s impact extended beyond the spheres of literature and activism into the realm of pedagogy. She occupied various teaching positions at institutions of higher learning across the United States, imparting her sagacity, experiences, and ardor for narrative to budding writers and scholars. Her dedication to education and mentorship empowered countless individuals to pursue their aspirations and effect positive change within their communities.

Throughout her lifespan, Angelou garnered myriad awards and commendations for her literary contributions, including the Presidential Medal of Freedom, the National Medal of Arts, and three Grammy Awards for her spoken word recordings. Yet, her most enduring legacy perhaps resides in the hearts and minds of those she touched with her prose, her sagacity, and her resolute commitment to justice and parity.

As we reflect on the life and legacy of Maya Angelou, we are reminded of the potent capacity of storytelling to bridge chasms, cultivate empathy, and instigate transformation. Her odyssey from a silenced young girl ensnared by trauma to a venerable literary luminary and advocate for societal equity stands as a testament to the indomitability of the human spirit and the transformative potential of art and activism. Though Maya Angelou departed this realm in 2014, her verbiage reverberates through the corridors of history, serving as an enduring reminder of the timeless virtues of courage, compassion, and hope.

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PapersOwl.com. (2024). Maya Angelou: A Trailblazer in Literature, Activism, and Education . [Online]. Available at: https://papersowl.com/examples/maya-angelou-a-trailblazer-in-literature-activism-and-education/ [Accessed: 12-May-2024]

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