EXAMINING CURRICULUM CONTENT: INVESTIGATING HOW TO KEEP DISTANCE EDUCATION STUDENTS ENGAGE
DOI:
https://doi.org/10.29121/granthaalayah.v6.i12.2018.1071Keywords:
Curriculum Content, Distance Education, Educational Technology, Student EngagementAbstract [English]
Distance education is popular among the education students of the Virtual University. This study aims to examine the current curriculum content in distance education to gauge if they are still able to keep the students engaged. To be able to do that, a variety of ICT technologies have been set up in the university to cater to the needs of the distance education students majoring in educational management. A qualitative methodology was used specifically using semi-structured interviews on ten randomly chosen respondents representing all the four years of college study, and a representative for each gender. This was done to capture all the possible answers they may give in terms of their cultural backgrounds, their gender and their social status.
The results showed that among their five lessons for this semester, the most popular were Conflict Resolution and Community Relations. The least popular was school finance. In terms of the level of engagement and interest levels, most of the respondents had high scores of 9 and above which showed their high interest in the course they are studying. The presence of the ICT technology has definitely enhanced their experience and most respondents have said that they are very thankful for the experiences they’ve had with the learning management systems (LMS) because it allowed them to interact with their co-students and teachers from Taiwan. These interactions have served as the respondents’ bridge to learning how other cultures teach these particular topics and how they process their learnings as well.
Downloads
References
Anderson, C. (2010). Presenting and Evaluating Qualitative Research. American Journal of Pharmaceutical Education. 74(8). 1 41- 155. DOI: https://doi.org/10.5688/aj7408141
Annetta, L., et al (2010). V-Learning: Distance Education in the 21st century through 3D Virtual Learning Environments. Springer Science & Business Media.
Firat, M., et al (2017). Level of intrinsic motivation of distance education students in e-learning environments. Journal of Computer Assisted Learning. 34(1). 63-70.
Dyment, J., et al (2018). Exploration of initial teacher education students’ online learning experiences in a tertiary outdoor education unit. Journal of Adventure Education and Outdoor Learning. 18(1). 70-85. DOI: https://doi.org/10.1080/14729679.2017.1341327
Green, J. & Thorogood, N., 2018). Qualitative Methods for Health Research. SAGE.
Hamdi, T. & Abu Qudais, M. (2017). Optimising the blended learning environment: the Arab Open University experience. Open Learning: The Journal of Open, Distance and e-Learning. 33(1). 46-62.
McDonald, P. et al (2018). Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education. 23 (1). 67-78. DOI: https://doi.org/10.1080/10872981.2017.1415617
Mittelmeier, J., et al (2018). The influence of internationalised versus local content on online intellectual collaboration in groups: A randomised control trial study in a statistics course. Computers & Education. 118 (1). 82-95. DOI: https://doi.org/10.1016/j.compedu.2017.11.003
Mors, A., et al., (2018). Integrating Multi-User Virtual Environments in Modern Classrooms. IGI Global.
Prinsloo, P. (2016). (Re)considering Distance Education: Exploring its relevance, sustainability and value contribution. Distance Education. 37(2). 139-145 DOI: https://doi.org/10.1080/01587919.2016.1188445
Stotz, S., et al (2018). Development of an Online Smartphone-Based eLearning Nutrition Education Program for Low Income Individuals. 50 (1). 90-95. DOI: https://doi.org/10.1016/j.jneb.2016.12.008
Thomas, M. (2012). Design, Implementation, and Evaluation of Virtual Learning Environments. IGI Global. DOI: https://doi.org/10.4018/978-1-4666-1770-4
Urban, E., et al (2018). TPACK to GPACK: The examination of the technological pedagogical Knowledge framework as a model for global integration into college of agriculture class rooms. Teaching and Teacher Education. 73 (1). 81-89 DOI: https://doi.org/10.1016/j.tate.2018.03.013
Downloads
Published
How to Cite
Issue
Section
License
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
