DISTANCE EDUCATION CONFERENCE


Distance Education Conference is one of the leading research topics in the international research conference domain. Distance Education is a conference track under the Education Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Education.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Education).

Distance Education is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Distance Education Conference Track will be held at “Education Conference in Barcelona, Spain in October 2021” - “Education Conference in San Francisco, United States in November 2021” - “Education Conference in Istanbul, Turkey in November 2021” - “Education Conference in Singapore, Singapore in November 2021” - “Education Conference in Bangkok, Thailand in December 2021” - “Education Conference in Paris, France in December 2021” .

Distance Education is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

XXVIII. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

XXIX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

XXX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

XXXI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

XXXII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

XXXIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

FINISHED

I. INTERNATIONAL EDUCATION CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

FINISHED

II. INTERNATIONAL EDUCATION CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

FINISHED

III. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

FINISHED

V. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

FINISHED

VI. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

FINISHED

VII. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

FINISHED

VIII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

FINISHED

IX. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

X. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

FINISHED

XI. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

FINISHED

XII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

FINISHED

XIII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

FINISHED

XIV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

FINISHED

XV. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

XVI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

FINISHED

XVII. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

FINISHED

XVIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

FINISHED

XIX. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

FINISHED

XX. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

FINISHED

XXI. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

FINISHED

XXII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

FINISHED

XXIII. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

FINISHED

XXIV. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

FINISHED

XXV. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

FINISHED

XXVI. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

FINISHED

XXVII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

Education Conference Call For Papers are listed below:

Previously Published Papers on "Distance Education Conference"

  • Migrant Women English Instructors’ Transformative Workplace Learning Experiences in Post-Secondary English Language Programs in Ontario, Canada
    Authors: Justine Jun, Keywords: English teacher education, professional learning, transformative learning theory, workplace learning. DOI:10.5281/zenodo. Abstract: This study aims to reveal migrant women English instructors' workplace learning experiences in Canadian post-secondary institutions in Ontario. Migrant women English instructors in higher education are an understudied group of teachers. This study employs a qualitative research paradigm. Mezirow’s Transformative Learning Theory is an essential lens for the researcher to explain, analyze, and interpret the research data. It is a collaborative research project. The researcher and participants cooperatively create photographic or other artwork data responding to the research questions. Photovoice and arts-informed data collection methodology are the main methods. Research participants engage in the study as co-researchers and inquire about their own workplace learning experiences, actively utilizing their critical self-reflective and dialogic skills. Co-researchers individually select the forms of artwork they prefer to engage with to represent their transformative workplace learning experiences about the Canadian workplace cultures that they underwent while working with colleagues and administrators in the workplace. Once the co-researchers generate their cultural artifacts as research data, they collaboratively interpret their artworks with the researcher and other volunteer co-researchers. Co-researchers jointly investigate the themes emerging from the artworks. They also interpret the meanings of their own and others’ workplace learning experiences embedded in the artworks through interactive one-on-one or group interviews. The following are the research questions that the migrant women English instructor participants examine and answer: (1) What have they learned about their workplace culture and how do they explain their learning experiences? (2) How transformative have their learning experiences been at work? (3) How have their colleagues and administrators influenced their transformative learning? (4) What kind of support have they received? What supports have been valuable to them and what changes would they like to see? (5) What have their learning experiences transformed? (6) What has this arts-informed research process transformed? The study findings implicate English language instructor support currently practiced in post-secondary English language programs in Ontario, Canada, especially for migrant women English instructors. This research is a doctoral empirical study in progress. This study has the urgency to address the research problem that few studies have investigated migrant English instructors’ professional learning and support issues in the workplace, precisely that of English instructors working with adult learners in Canada. While appropriate social and professional support for migrant English instructors is required throughout the country, the present workplace realities in Ontario's English language programs need to be heard soon. For that purpose, the conceptualization of this study is crucial. It makes the investigation of under-represented instructors’ under-researched social phenomena, workplace learning and support, viable and rigorous. This paper demonstrates the robust theorization of English instructors’ workplace experiences using Mezirow’s Transformative Learning Theory in the English language teacher education field. 
  • Engineering Education for Sustainable Development in China: Perceptions Bias between Experienced Engineers and Engineering Students
    Authors: Liang Wang, Wei Zhang, Keywords: Engineering education, sustainable development, experienced engineers, engineering students. DOI:10.5281/zenodo. Abstract: Nowadays sustainable development has increasingly become an important research topic of engineering education all over the world. Engineering Education for Sustainable Development (EESD) highlighted the importance of addressing sustainable development in engineering practice. However, whether and how the professional engineering learning and experience affect those perceptions is an interesting research topic especially in Chinese context. Our study fills this gap by investigating perceptions bias of EESD among first-grade engineering students, fourth-grade engineering students and experienced engineers using a triple-dimensional model. Our goal is to find the effect of engineering learning and experience on sustainable development and make these learning and experiences more accessible for students and engineers in school and workplace context. The data (n = 138) came from a Likert questionnaire based on the triple-dimensional model of EESD adopted from literature reviews and the data contain 48 first-grade students, 56 fourth-grade students and 34 engineers with rich working experience from Environmental Engineering, Energy Engineering, Chemical Engineering and Civil Engineering in or graduated from Zhejiang University, China. One-way ANOVA analysis was used to find the difference in different dimensions among the three groups. The statistical results show that both engineering students and engineers have a well understanding of sustainable development in ecology dimension of EESD while there are significant differences among three groups as to the socio-economy and value rationality dimensions of EESD. The findings provide empirical evidence that both engineering learning and professional engineering experience are helpful to cultivate the cognition and perception of sustainable development in engineering education. The results of this work indicate that more practical content should be added to students’ engineering education while more theoretical content should be added to engineers’ training in order to promote the engineering students’ and engineers’ perceptions of sustainable development. In addition, as to the design of engineering courses and professional practice system for sustainable development, we should not only pay attention to the ecological aspects, but also emphasize the coordination of ecological, socio-economic and human-centered sustainable development (e.g., engineer's ethical responsibility).
  • An Integrated Approach to Child Care Earthquake Preparedness through “Telemachus” Project
    Authors: A. Kourou, S. Kyriakopoulos, N. Anyfanti, Keywords: Child care centers, education on earthquake issues, emergency planning, Ionian Islands Region of Greece, kindergartens, preparedness. DOI:10.5281/zenodo. Abstract: A lot of children under the age of five spend their daytime hours away from their home, in a kindergarten. Caring for children is a serious subject, and their safety in case of earthquake is the first priority. Being aware of earthquakes helps to prioritize the needs and take the appropriate actions to limit the effects. Earthquakes occurring anywhere at any time require emergency planning. Earthquake planning is a cooperative effort and childcare providers have unique roles and responsibilities. Greece has high seismicity and Ionian Islands Region has the highest seismic activity of the country. Earthquake Planning and Protection Organization (EPPO) is a national organization in Greece. The mission of EPPO is the seismic risk reduction by designing an earthquake management program of mitigation and preparedness. Among other actions EPPO has analyzed the needs and requirements of kindergartens on earthquake protection issues and has designed specific activities to familiarize the day care centers staff being prepared for earthquakes.  This research presents the results of a survey that detects the level of earthquake preparedness of kindergartens in all over the country and Ionian Islands too. A closed-form questionnaire of 20 main questions was developed for the survey in order to detect the aspects of participants concerning the earthquake preparedness actions at individual, family and day care environment level. 2668 questionnaires were gathered from March 2014 to May 2019, and analyzed by EPPO’s Department of Education. Moreover, this paper presents the EPPO’s educational activities targeted to the Ionian Islands Region that implemented in the framework of “Telemachus” Project. To provide safe environment for children to learn, and staff to work is the foremost goal of any State, community and kindergarten. This project is funded under the Priority Axis “Environmental Protection and Sustainable Development” of Operational Plan “Ionian Islands 2014-2020”. It is increasingly accepted that emergency preparedness should be thought of as an ongoing process rather than a one-time activity. Creating an earthquake safe daycare environment that facilitates learning is a challenging task. Training, drills, and update of emergency plan should take place throughout the year at kindergartens to identify any gaps and to ensure the emergency procedures. EPPO will continue to work closely with regional and local authorities to actively address the needs of children and kindergartens before, during and after earthquakes.
  • An Investigation into the Role of School Social Workers and Psychologists with Children Experiencing Special Educational Needs in Libya
    Authors: Abdelbasit Gadour, Keywords: Special education, school, social workers, psychologist. DOI:10.5281/zenodo. Abstract: This study explores the function of schools’ psychosocial services within Libyan mainstream schools in relation to children’s special educational needs (SEN). This is with the aim to examine the role of school social workers and psychologists in the assessment procedure of children with SEN. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom 13 were school social workers (SSWs) and eight were school psychologists (SPs). The results of the interviews with SSWs and SPs provided insights into how SEN children are identified, assessed, and dealt with by school professionals. It appears from the results that what constitutes a problem has not changed significantly, and the link between learning difficulties and behavioural difficulties is also evident from this study. Children with behaviour difficulties are more likely to be referred to school psychosocial services than children with learning difficulties. Yet, it is not clear from the interviews with SSWs and SPs whether children are excluded merely because of their behaviour problems. Instead, they would surely be expelled from the school if they failed academically. Furthermore, the interviews with SSWs and SPs yield a rather unusual source accountable for children’s SEN; school-related difficulties were a major factor in which almost all participants attributed children’s learning and behaviour problems to teachers’ deficiencies, followed by school lack of resources.
  • Scientific Methods in Educational Management: The Metasystems Perspective
    Authors: Elena A. Railean, Keywords: Educational management, scientific management, educational leadership, scientific method in educational management. DOI:10.5281/zenodo. Abstract: Although scientific methods have been the subject of a large number of papers, the term ‘scientific methods in educational management’ is still not well defined. In this paper, it is adopted the metasystems perspective to define the mentioned term and distinguish them from methods used in time of the scientific management and knowledge management paradigms. In our opinion, scientific methods in educational management rely on global phenomena, events, and processes and their influence on the educational organization. Currently, scientific methods in educational management are integrated with the phenomenon of globalization, cognitivisation, and openness, etc. of educational systems and with global events like the COVID-19 pandemic. Concrete scientific methods are nested in a hierarchy of more and more abstract models of educational management, which form the context of the global impact on education, in general, and learning outcomes, in particular. However, scientific methods can be assigned to a specific mission, strategy, or tactics of educational management of the concrete organization, either by the global management, local development of school organization, or/and development of the life-long successful learner. By accepting this assignment, the scientific method becomes a personal goal of each individual with the educational organization or the option to develop the educational organization at the global standards. In our opinion, in educational management, the scientific methods need to confine the scope to the deep analysis of concrete tasks of the educational system (i.e., teaching, learning, assessment, development), which result in concrete strategies of organizational development. More important are seeking the ways for dynamic equilibrium between the strategy and tactic of the planetary tasks in the field of global education, which result in a need for ecological methods of learning and communication. In sum, distinction between local and global scientific methods is dependent on the subjective conception of the task assignment, measurement, and appraisal. Finally, we conclude that scientific methods are not holistic scientific methods, but the strategy and tactics implemented in the global context by an effective educational/academic manager.
  • Head of the Class: A Study of What United States Journalism School Administrators Consider the Most Valuable Educational Tenets for Their Graduates Seeking Careers at U.S. Legacy Newspapers
    Authors: Adam Pitluk, Keywords: Academic administration, education, journalism, media management, newspapers. DOI:10.5281/zenodo. Abstract: In a time period populated by legacy newspaper readers who throw around the term “fake news” as though it has long been a part of the lexicon, journalism schools must convince would-be students that their degree is still viable and that they are not teaching a curriculum of deception. As such, journalism schools’ academic administrators tasked with creating and maintaining conversant curricula must stay ahead of legacy newspaper industry trends – both in the print and online products – and ensure that what is being taught in the classroom is both fresh and appropriate to the demands of the evolving legacy newspaper industry. This study examines the information obtained from the result of interviews of journalism academic administrators in order to identify institutional pedagogy for recent journalism school graduates interested in pursuing careers at legacy newspapers. This research also explores the existing relationship between journalism school academic administrators and legacy newspaper editors. The results indicate the value administrators put on various academy teachings, and they also highlight a perceived disconnect between journalism academic administrators and legacy newspaper hiring editors.
  • Research on the Teaching Quality Evaluation of China’s Network Music Education APP
    Authors: Guangzhuang Yu, Chun-Chu Liu, Keywords: Network music education APP, teaching quality evaluation, index, connotation. DOI:10.5281/zenodo. Abstract: With the advent of the Internet era in recent years, social music education has gradually shifted from the original entity education mode to the mode of entity plus network teaching. No matter for school music education, professional music education or social music education, the teaching quality is the most important evaluation index. Regarding the research on teaching quality evaluation, scholars at home and abroad have contributed a lot of research results on the basis of multiple methods and evaluation subjects. However, to our best knowledge the complete evaluation model for the virtual teaching interaction mode of the emerging network music education Application (APP) has not been established. This research firstly found out the basic dimensions that accord with the teaching quality required by the three parties, constructing the quality evaluation index system; and then, on the basis of expounding the connotation of each index, it determined the weight of each index by using method of fuzzy analytic hierarchy process, providing ideas and methods for scientific, objective and comprehensive evaluation of the teaching quality of network education APP.
  • Entrepreneur Universal Education System: Future Evolution
    Authors: Khaled Elbehiery, Hussam Elbehiery, Keywords: Virtual education, academic degree, certificates, internship, amazon web services, Microsoft Azure, Google cloud platform, hybrid models. DOI:10.5281/zenodo. Abstract: The success of education is dependent on evolution and adaptation, while the traditional system has worked before, one type of education evolved with the digital age is virtual education that has influenced efficiency in today’s learning environments. Virtual learning has indeed proved its efficiency to overcome the drawbacks of the physical environment such as time, facilities, location, etc., but despite what it had accomplished, the educational system over all is not adequate for being a productive system yet. Earning a degree is not anymore enough to obtain a career job; it is simply missing the skills and creativity. There are always two sides of a coin; a college degree or a specialized certificate, each has its own merits, but having both can put you on a successful IT career path. For many of job-seeking individuals across world to have a clear meaningful goal for work and education and positively contribute the community, a productive correlation and cooperation among employers, universities alongside with the individual technical skills is a must for generations to come. Fortunately, the proposed research “Entrepreneur Universal Education System” is an evolution to meet the needs of both employers and students, in addition to gaining vital and real-world experience in the chosen fields is easier than ever. The new vision is to empower the education to improve organizations’ needs which means improving the world as its primary goal, adopting universal skills of effective thinking, effective action, effective relationships, preparing the students through real-world accomplishment and encouraging them to better serve their organization and their communities faster and more efficiently.
  • Encouraging Collaboration and Innovation: The New Engineering Oriented Educational Reform in Urban Planning, Tianjin University, China
    Authors: Tianjie Zhang, Bingqian Cheng, Peng Zeng, Keywords: China, higher education reform, innovation, new engineering education, rural and urban planning, Tianjin University. DOI:10.5281/zenodo. Abstract: Engineering science and technology progress and innovation have become an important engine to promote social development. The reform exploration of "new engineering" in China has drawn extensive attention around the world, with its connotation as "to cultivate future diversified, innovative and outstanding engineering talents by taking ‘fostering character and civic virtue’ as the guide, responding to changes and shaping the future as the construction concept, and inheritance and innovation, crossover and fusion, coordination and sharing as the principal approach". In this context, Tianjin University, as a traditional Chinese university with advantages in engineering, further launched the CCII (Coherent-Collaborative-Interdisciplinary-Innovation) program, raising the cultivation idea of integrating new liberal arts education, multidisciplinary engineering education and personalized professional education. As urban planning practice in China has undergone the evolution of "physical planning -- comprehensive strategic planning -- resource management-oriented planning", planning education has also experienced the transmutation process of "building foundation -- urban scientific foundation -- multi-disciplinary integration". As a characteristic and advantageous discipline of Tianjin University, the major of Urban and Rural Planning, in accordance with the "CCII Program of Tianjin University", aims to build China's top and world-class major, and implements the following educational reform measures: 1. Adding corresponding English courses, such as advanced course on GIS Analysis, courses on comparative studies in international planning involving ecological resources and the sociology of the humanities, etc. 2. Holding "Academician Forum", inviting international academicians to give lectures or seminars to track international frontier scientific research issues. 3. Organizing "International Joint Workshop" to provide students with international exchange and design practice platform. 4. Setting up a business practice base, so that students can find problems from practice and solve them in an innovative way. Through these measures, the Urban and Rural Planning major of Tianjin University has formed a talent training system with multi-disciplinary cross integration and orienting to the future science and technology.
  • Classifications of Neuroscientific-Radiological Findings on “Practicing” in Mathematics Learning
    Authors: Felicitas Pielsticker, Christoph Pielsticker, Ingo Witzke, Keywords: fMRI, education, mathematics learning, practicing. DOI:10.5281/zenodo. Abstract: Many people know ‘Mathematics needs practice!’ statement or similar ones from their mathematics lessons. It seems important to practice when learning mathematics. At the same time, it also seems important to practice how to learn mathematics. This paper places neuroscientific-radiological findings on “practicing” while learning mathematics in a context of mathematics education. To accomplish this, we use a literature-based discussion of our case study on practice. We want to describe neuroscientific-radiological findings in the context of mathematics education and point out stimulating connections between both perspectives. From a connective perspective we expect incentives that lead discussions in future research in the field of mathematics education.