Analysis of the Effectiveness of Different Types of Distance Learning

Autor/inn/en	Gregorc, Jera; Resnik, Alenka Humar
Titel	Analysis of the Effectiveness of Different Types of Distance Learning
Quelle	In: European Journal of Educational Research, 11 (2022) 1, S.273-285 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gregorc, Jera) ORCID (Resnik, Alenka Humar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	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; Slovenia + Suchen Sie Ihr Suchwort? Computernutzung; Fotografie; Distance study; Distance learning; Fernunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aktives Lernen; Online course; Online-Kurs; Muskelkraft; Körpererziehung; Sportunterricht; Unterrichtserfolg; Ausland; Psychomotorische Aktivität; Slowenien
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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01