CPD Students from the International Bureau of Management Reacting to Long-Distance Learning
DOI:
https://doi.org/10.60036/j8j4xv43Keywords:
Long Distance Education,, Learning Management System,(CPD) Continuing Professional Development, Long Distance EducationAbstract
This study explores the varied responses of CPD (Continuing Professional Development) students from the International Bureau of Management (IBM), particularly those enrolled at the Asian Ministry of De Instituto, toward long-distance learning. The researchfocuses on evaluating students’ experiences with remote education, with particular attention to demographic variables such as age and gender. A descriptive research design was employed, and statistical tools, including the t-test and F-test, were utilizedto assess the significance of differences among variables. Percentages were also used to illustrate comparative data distributions. The sample consisted primarily of male students, with 46 male and 4 female respondents. The findings contribute to a broader understanding of how distance education is perceived by CPD students, offering insights that may inform future instructional strategies and policy decisions.
References
Akar, E. (2005). Effectiveness of 5E learning cycle model on students' understanding of acid-base concepts (Master’s thesis). Middle East Technical University, Ankara.
Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., & Lawless, M. (2019). Using Zoom videoconferencing for qualitative data collection: Perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18, 1–8. https://doi.org/10.1177/1609406919874596
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Proceedings of the 120th American Society for Engineering Education Annual Conference & Exposition, 30, 1–18.
Boddy, N., Watson, K., & Aubusson, P. (2003). A trial of the five E’s: A referent model for constructivist teaching and learning. Research in Science Education, 33, 27–42. https://doi.org/10.1023/A:1023606425452
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K–12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1851. https://doi.org/10.29333/ejmste/7893
Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., & Shah, J. M. (2020). Impact of e-learning during COVID-19 pandemic among nursing students and teachers of Nepal. International Journal of Science and Healthcare Research, 5(3), 68–76. https://ijshr.com/IJSHR_Vol.5_Issue.3_July2020/IJSHR_Abstract.0013.html
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Angel Esmeralda (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
