In this special issue is to indicate foresight, innovation, and strategy for the future direction of e-learning, more than web-oriented teaching and multipoint videoconferencing, for collaborative, distributed, experiential learning and creation of new knowledge, with youngsters around the world, which hence promote mutual understanding for global peace. Emphasis will be on knowledgeable and inspiring papers (but not limited) on the use of GRID networking technology with distributed computer simulation for experiential (hands-on) learning through broadband Internet, across national, continental and oceanic boundaries. Subjects are in any fields of e-learning and e-healthcare/telemedicine, in research, case studies, project descriptions, implementation, reports from the field or book review. Preparing this special issue with Dr. Salmon, took 6 months, from the beginning to the arrival period to the on your screen. This period was shorter than the first special issue publishing in 2004. Of course this success belongs to this issue's guest editor who I will explain a bit details him belove and what did he do during in his period. During this process, Dr. Salmon served very healthy communication between the authors. In addition, she spared his valuable time, beside his other academic activities and responsibilities in the name of her university, her lectures, and researches, duties for distance education field and for TOJDE as well. Each article in this issue has therefore been read carefully by Gilly; me and Dr. Gokdag. This process has maximized the quality and rigour of the published articles. In addition to the articles, " notes for editor " books review and news, sections are still keeping in this issue too. "Anadolu University's Articles" and "TOJDE's links are getting more" columns are still keeping in this issue too. I would like to express my sincere thanks especially to Dr. Salmon in the name of my University and also for TOJDE she was the leader of the guest editorial team in this special issue. She will give detail info about structure of the articles in her " From Guest Editors " article. I strongly believe that experience gained on this third special issue would encourage us and other interested colleagues in the field in the near future. Below you will find short biodata about guest editors. He interested in heavily with the applications of distance education in Turkey, profile of the distance education students and graduates, additionally relationships of the distance education graduates and market. And last but not …

Encyclopedia of Distance Learning

The COVID-19 pandemic necessitated a quick transition to online learning widely. This study examined the contributions of the peer-to-peer learning interactions within integrated peer-assisted lear...

Leveraging integrated peer-assisted learning clusters as a support for online learning

Peer interaction to assist and learn from each other has been extended online in recent times. This study was conducted to find the pattern of participation in integrated peer-assisted learning and to investigate factors known to affect such participation among students in their peer-assisted learning clusters. The pattern of participation was established through the frequency with which the respondent use their preferred mode of peer interaction. Structural equation modeling was implemented to study the relationship between participation and the factors considered. Social medial is the most prevalent among the online means of interaction considered. Conflict, cohesion and effective leadership in the clusters have more direct effects on the other factors considered. The frequency of participation does not correlate significantly with the other personal and interpersonal factors considered. These findings suggest that the decision for voluntary participation in peer-assisted learning clusters are possibly driven by other factors such as academic.

/pdf/on-integrated-peer-assisted-learning-clusters-among-students-7s7b56ocvc.pdf

On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University

The prevalence of mental illness among medical students is high and this continues to be the case in spite of interventions and of providing students with access to mental health services. In this article we present the basic literature on the issue and the reasons why mental illness still prevails among medical students, and we propose the PEACE model for approaching the issue at multiple and interconnected levels, providing examples of relevant actions.

https://www.mededpublish.org/MedEdPublish/PDF/3014-23740.pdf

PEACE of mind: Guidelines for enhancing psychological support for medical students

Computer programming is a difficult course for many students. Prior works advocated for group learning pedagogies in pursuit of higher-level reasoning and conceptual understanding. However, the methodological gaps in existing implementations warrant further research. This study conducted a three-armed cluster-randomized controlled trial to comparatively evaluate the social and cognitive effects of group learning pedagogies in computer programming. Following an apprenticeship model, each group has a designated master: drivers in pair programming (PP), peer leaders in peer-led team learning (PLTL), and practitioners in practitioner-assisted group learning (PAGL). In all course deliverables, the PP group received the lowest mean scores. Meanwhile, no significant difference was found between the PLTL and PAGL groups. Except for psychological safety, social factors such as task cohesion, interdependence, and group potency were significantly different between the groups. Both PLTL and PAGL groups reported a significant increase in social factors after 14 weeks of intervention. These findings provide a rationale for educational leaders and teachers to formulate curricular plans that integrate PLTL and PAGL in computer programming education. Overall, this study contributes to the literature on group learning, expands the pedagogies in computer programming, and serves as additional empirical evidence on cognitive apprenticeship and sociocultural perspectives of learning.

Facilitating Group Learning Using an Apprenticeship Model: Which Master is More Effective in Programming Instruction?

Peer learning is gaining momentum as an educational model suitable for university students. This study investigates the characteristics of the participation in peer-assisted learning groups (PALG) for students in Harbin-China, and compares them to their medical counterparts. The mode of peer-assisted learning interactions considered cuts across face-to-face and the use of four mediums of communication. The comparison was also extended to factors such as quality, conflict, cohesion, peer-influence, and leadership that is known to affect the learning interactions within such groups. Sixty percent (60%) of the peer-assisted learning interactions among the students take place via social media. The frequency of these learning interactions among peers is found to have a positive correlation with all the factors except for conflict (−0.040 p

Characteristics and comparison of peer-assisted learning interactions among university students in Harbin, China

An individual's emotional intelligence and locus of control are often positively correlated with variety of variables including burnout and engagement. However, prevailing attribution between these variables, Burnout and Engagement is not clear especially in students. The relationship between Emotional intelligence, Locus of control, Engagement and Burnout has been studied using questionnaires. Analysis of the data collected shows averages of high Emotional intelligence, internal Locus of control and low Burnout and high Engagement in a sample of international students. Emotional intelligence and Locus of control have positive significant relationships with Burnout and Engagement and with each other. Locus of control predicted Exhaustion and Cynicism but not Efficacy while Emotional intelligence predicted Engagement but only Efficacy in the sub-scale items of Burnout. Our findings suggest that both Emotional intelligence and Locus of control are complementary in predicting Burnout and Engagement and that play distinct roles in mediating Burnout in and fostering Engagement of students. The findings are tandem with previous researchers and are expected to be broadly applicable because of the diverse background of the respondent.

Student's Burnout and Engagement: Does Emotional intelligence and Locus of control play a role?

Student burnout has been researched extensively but with little attention to the contextual understanding of its specific source(s), especially in students. Two studies were conducted to identify the underlying causes of burnout as well as establish its' relationships with emotional intelligence and locus of control among university students in Akure-Nigeria (n=1956) and Harbin-China (n=201). Excel 2013 and SPSS 23 were used for data curation and analysis.The result shows that averages of emotional intelligence are high, locus of control is internal and burnout low in the studies. Average emotional intelligence (3.67/3.69) and efficacy (4.52/4.52) scores are approximately the same. However, differences appear in the levels of locus of control (3.37/3.78) and burnout (1.80/2.43). The level of burnout in both samples can be predicted from the emotional intelligence and locus of control of the respondents. However, the sources of the burnout reported were different. The findings show that regardless of the high motivations and efficacy of the students, cynicism around the future use of their study is a source of burnout. Possible interventions to the underlying reasons why the students are cynical and/or exhausted were proposed.

Hongtao Yang

Papers

Characteristics and comparison of peer-assisted learning interactions among university students in Harbin, China

On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University

Student's Burnout and Engagement: Does Emotional intelligence and Locus of control play a role?

Understanding the sources of student burnout through individual and learning behavior differences in Nigerian and Chinese samples