Analysis of the Effectiveness of Different Types of Distance Learning
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| Title: | Analysis of the Effectiveness of Different Types of Distance Learning |
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| Language: | English |
| Authors: | Gregorc, Jera (ORCID |
| Source: | European Journal of Educational Research. 2022 11(1):273-285. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Uses in Education, Video Technology, Photography, Distance Education, Student Participation, Active Learning, Synchronous Communication, Physical Activities, Online Courses, Muscular Strength, Physical Education, Instructional Effectiveness, Undergraduate Students, Foreign Countries, Psychomotor Skills |
| Geographic Terms: | Slovenia |
| ISSN: | 2165-8714 |
| Abstract: | The purpose of this paper is to determine the relevance of turning the camera on or off during distance learning as an argument for active or passive student participation. Seventy-five (75) students participated in the study and were divided into five groups (1-5) according to teaching method (i.e., synchronous instruction online with camera (1) and without camera (2), synchronous transmission of the recording online with camera (3) and without camera (4) and received the online instruction (5)) only. In the beginning and at the end, all students were tested with the same adapted test to determine general physical and motor status. All groups had the same training program twice a week for 45 minutes for 7 weeks. The first training of the week was dedicated to strength development, the second to endurance. In the end, all participants completed a questionnaire to determine their additional physical activity and how they felt about using a camera. The camera being turned on was identified as a factor that made participants uncomfortable but contributed significantly to the effectiveness of the course. However, 94.6 % of all participants cited non-camera methods as their favourite. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1329087 |
| Database: | ERIC |
| Abstract: | The purpose of this paper is to determine the relevance of turning the camera on or off during distance learning as an argument for active or passive student participation. Seventy-five (75) students participated in the study and were divided into five groups (1-5) according to teaching method (i.e., synchronous instruction online with camera (1) and without camera (2), synchronous transmission of the recording online with camera (3) and without camera (4) and received the online instruction (5)) only. In the beginning and at the end, all students were tested with the same adapted test to determine general physical and motor status. All groups had the same training program twice a week for 45 minutes for 7 weeks. The first training of the week was dedicated to strength development, the second to endurance. In the end, all participants completed a questionnaire to determine their additional physical activity and how they felt about using a camera. The camera being turned on was identified as a factor that made participants uncomfortable but contributed significantly to the effectiveness of the course. However, 94.6 % of all participants cited non-camera methods as their favourite. |
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| ISSN: | 2165-8714 |
