Analysis Of Distance Education Activities Conducted During .
Vol. 15(9), pp. 536-543, September, 2020DOI: 10.5897/ERR2020.4033Article Number: 157061264679ISSN: 1990-3839Copyright 2020Author(s) retain the copyright of this nal Research and ReviewsFull Length Research PaperAnalysis of distance education activities conductedduring COVID-19 pandemicErol Koçoğlu* and Danyal TekdalDepartment of Social Studies Education, Faculty of Education, University of Inonu, Turkey.Received 5 July, 2020; Accepted 17 August, 2020It could be suggested that the covid-19 pandemic, which initially emerged in China and then affectedthe whole world, negatively affected several aspects of life since it halted life globally. One of theseaspects is education. Education that usually takes place in various learning environments at schoolshad to be conducted from a distance after the pandemic. This requirement imposed certainresponsibilities on students, teachers and parents, who are among the most important variables ineducation, and also led to problems in educational activities. Due to these developments, the presentstudy aimed to analyze the educational activities conducted in Turkey during the pandemic. Theanalyses were conducted on the views of the participating teachers assigned with the purposivesampling method. The main objective of this work done is to analyze the outbreak of Covid-19 processand the remote training activities regarding teachers in Turkey. In the present qualitative study, the datacollected with a semi-structured interview form developed by the authors are presented in the findingssection based on the sub-themes analyzed with content analysis. The current study findings revealedthat the teachers of various disciplines who were included in the study group stated remarkable viewson the education conducted during the covid-19 pandemic. Recommendations are also presentedbased on the study findings.Key words: Covid-19, pandemic, distance education, teacher, view.INTRODUCTIONA review of the human life pyramid, which is one of thevariables with the highest impact on the change andtransformation of globalization, would demonstrate thathumankind experienced several epidemics andpandemics caused by different pathogens in history.Examples of these epidemics include Black Plague,Cholera, Yellow Fever, Smallpox, Hong Kong Flu, SARS,MERS, Spanish Flu and Ebola. The common feature ofthese epidemic diseases, which could easily turn into apandemic and have high mortality rates, is that thesediseases are all induced by zoonotic pathogens that aretransmitted by animals to humans (Koçer, 2020). Theterm zoonosis was first introduced in the 19th century. Itcould be suggested that with the introduction of the termby Rudolf Virchow, the health correlation betweenanimals and humans became a prominent research topic*Corresponding author. E-mail: erolakademi@gmail.com.Author(s) agree that this article remain permanently open access under the terms of the Creative Commons AttributionLicense 4.0 International License
Koçoğlu and Tekdal(CDC, 2017).In addition to the above-mentioned diseases, COVID 19 was the last disease that has been effective on theworld since December 2019 and was declared as apandemic by World Health Organization). COVID-19disease is claimed to have originated at Huanan Seafoodand Live Animal Market, which is a livestock market inWuhan, China, in December 2019 (Tesini, 2020; Üstünand Özçiftçi, 2020). Despite the fact that the origin of thepathogen virus, which immediately became an epidemic,was not objectively determined by the scientificcommunity, several people claimed – albeit non evidence– that the disease was caused by contact with theanimals sold in the above-mentioned market and theirconsumption. This virus (2019-nCoV) was first diagnosedin Hubei province in China in late 2019 in a group ofpatients with pnömoni, by a professional team ofphysicians, scientists and epidemiologists in about 9 daysas a coronavirus that has not previously been detected inhumans. The disease was christened as “COVID-19”(Akpınar and Üstün, 2020).According to the data published in the official WHOwebsite as of May 26, 2020, the number of global covid19 cases was 5.404.512, while the number of people whodied from the disease was 343.514 (WHO, 2020). Due tothe case and death incidence of the COVID-19 epidemic,which has been increasing globally every day, it wasconsidered as a pandemic, and several countries closedtheir borders to the outside world and quarantined theirnation. Since these decisions were based on isolation,they led to panic and anxiety around the world, and tosupport the "stay at home" calls, countries temporarilyinterrupted formal education activities in several fields,and turned to the distance education method. It wasobserved that the student population, which has beenaway from school in more than 188 countries affected bythe pandemic, corresponded to 91% of the total globalstudent population (UNESCO, 2020; Emin, 2020).The distance education activities were adopted tomaintain educational activities in countries that wereaffected by the epidemic by the transfer of the coursecontent and relevant materials to the digital environment.The term "distance education (DE)" was coined in the1892 University of Wisconsin Catalog, and firstmentioned in an article authored in 1906 by theadministrator of the same university, William Lighty(Kaya, 2002). Later on, the term was adapted to German(Fernunterricht) by educator Otto Peters in the 1960s and1970s and to French (Teleenseignement) by distanceeducation institutions in France (Verduin and Clark, 1994;Kaya, 2002).The United States Distance Learning Association(USDLA, 2004) defined distance education as access toeducation using tools such as satellite, tc.technologies. Distance education includes activities suchas multimedia-based education, interactive learning-537instruction and guidance, keyboard control, e-learningindependent of time and space, interactive classroommanagement, digital transfer and exams (Guo, 2010;Guohong et al., 2012). It could be suggested thatdistance learning has several advantages over traditionalclassroom education. These advantages include theutilization and sharing of several resources at the sametime, interactive collaborative sharing and interaction inthe learning-teaching process (Guo, 2010). There areseveral application examples in the world and digitaleducational activities take place in several forms. ANational Distance Education University was establishedin Spain to conduct these activities. Similarly, distanceeducation courses (Coursera, EDX, Udacity, Open YaleCourses, Teamtreehouse, etc.) were organized byseveral educational platforms globally (Samigulina andSamigulina, 2016).Today, educational knowledge and instruction methodsare very important indicators of social development(Collins et al., 2016). It could be suggested that societieswho are aware of these indicators tended to conductinstructions on web-based digital environments during theCovid-19 outbreak. In the present study conducted tocomprehensively analyze this trend, the views ofteachers, who are among the important variables indistance education, were employed.Aim of the studyThe aim of the present study was to analyze theeducational activities conducted during the Covid-19pandemic based on the views of teachers across Turkey.Thus, the following research questions were determined:(i) In your opinion, what are the most importantcharacteristics of distance education adopted during thepandemic?(ii) What are your criticism and recommendations aboutthe instruction of the courses instructed with distanceeducation during the pandemic?(iii) Do you think the resources and material used in thecourses instructed with distance education during thepandemic are adequate, why?(iv) What should be done to improve the efficiency of thedistance education system adopted during thepandemic?METHODOLOGYThe present study aimed to determine teacher views on distanceeducation activities conducted during the Covid-19 pandemic inTurkey is a qualitative study. The methodological stages of thepresent study are presented in Figure 1.Research designThe present study aimed to determine teacher views on distance
538Educ. Res. Rev.ResearchDesignData ching f-10 %20Science f-10 %20Turkish f-5 %10Geography f-10 %20Biology f-5 %10Methematics f-10 %20Figure 1. The study methodology.Figure 3. The distribution of participant disciplines.MaleFemalethe facts and not to generalize (Göçer, 2013).Participantsf-28f-22%56%44Figure 2. The distribution of the participants based ongender.In the present study that aimed to determine teacher views ondistance education activities conducted during the Covid-19pandemic in Turkey, the participants were assigned with purposivesampling method. The selection criterion was employment in publicschools in different provinces in Turkey. The participating teacherswere selected from different locations to collect study data thatcould represent the whole Turkey. Fifty teachers who wereemployed in various public schools in Turkey were selected. Theparticipant demographics are presented in Figures 2 and 3.As seen in Figure 2, the majority of the teachers who in the studygroup were males. This could be explained by the voluntaryparticipation principle in the study. The review of Figure 3 where thedistribution of participating teacher disciplines demonstrated thatthe disciplines of the teachers who supported the study with theirviews included six disciplines that covered primary, middle and highschools in Turkey.Data collection instrumenteducation activities conducted during the Covid-19 pandemic inTurkey was designed with the phenomenology research design.The phenomenology design focuses on cases that we are aware ofbut do not have an in-depth and detailed understanding of. Factscould be in various forms such as events, perceptions, trends,concepts and situations. Phenomenology is an adequate basis forresearch on topics that are not entirely unknown but could not befully grasped (Yıldırım and Şimşek, 2011; Göçer, 2013). In thismodel, the researcher is interested in the subjective experiences ofthe participants and examines the perceptions of the individualsand the meanings they assign to the events. Phenomenology is adescriptive research method. Thus, the method aims to describeThe data for the analysis of distance education activities during theCovid-19 pandemic were collected by obtaining the views ofteachers employed in various schools in Turkey. A semi-structuredinterview form developed by the authors was used to collectteacher views. The semi-structured interview form was developedby determining the questions based on the aim of the study. Theprinciples adopted when determining the questions included thedevelopment of easy to comprehend questions, open-endedquestions, focused questions, avoidance of guidance, multidimensional questions, and logical organization of the questions(Yıldırım and Şimşek, 2011; Koçoğlu and Egüz, 2019). Thedeveloped interview was submitted to measurement and evaluationspecialists employed in Inonu University in Turkey to ensure the
Koçoğlu and Tekdal539Table 1. The views of participating teachers on the features of distanceeducation.Theme: Important Features of Distance EducationSub-ThemesfG.1. Accessibility and flexibility13G.2.Popularity and resource sharing7G.3.Interaktive software infrastructure12G.4.Availability of live classroom education10G.5.Access to virtual resources8Total50content validity of the interview form. The semi-structured interviewform was finalized based on the expert views and suggestions. Thefinal form included 4 questions. All questions in the semi-structuredinterview form were provided in writing to the participants in aninteractive environment and the participants answered thequestions also in writing, which were then collected and analyzedby the authors.Data analysisIn the study, after the views of the participant teachers in the studygroup were collected with the semi-structured interview form, theresponses were grouped under certain themes with the contentanalysis technique. The semi-structured interview forms wereanalyzed qualitatively. Data were analyzed by computer. Thefindings obtained with data analysis and the developed sub-themesare presented with computer-generated figures. Sub-themes weredetermined by the authors based on the similar study groupparticipant responses to the questions in the semi-structuredinterview form. To ensure the data reliability, expert opinions wereobtained. The sub-themes associated with the main themes in thestudy were developed based on the recommendations of theexperts. In the study, the responses from the participating teacherswere given to the experts whose opinions and suggestions wereused in the study, and the findings were asked to be themed withthe content analysis technique. By comparing the sub-themesobtained by the experts and those reached by the researchers, thethemes that constitute the study findings were reached. The themesthat were determined based on the analyses were classified andvisualized to demonstrate the correlations. The number ofparticipants (frequency) that stated the theme that reflected thecorrelations determined during the classification, the percentage ofthese participants, and similar views were grouped as G.1, G.2, andG.3, presented in the tables in the findings section. Furthermore,selected direct participant quotes were also presented.FINDINGS%2614242016100As seen in Table 1, the contributing teachers hadvarious and remarkable views. The findings on theparticipating teacher views, similar to most countries inthe world, on the features of distance education adoptedduring the pandemic are presented in Table 1 as 5 subthemes. Although each sub-theme was important since itincluded different evaluations and generalizations, it wasobserved that the most frequent sub-theme in the studywas “accessibility and flexibility”. This could be due to thefact that this type of education was popularized in Turkey,similar to other nations, and anyone who desires to utilizedistance education could benefit from it to improve theirknowledge in any field. A sample of participating teacherviews based on the findings detailed in Table 1 ispresented below:“I only knew about the distance education concept byname. After the Covid-19 pandemic, I was alienated withthe regular instruction in formal education. So, as you canunderstand, due to necessity, distance education becamethe center of our lives. Thus, I can answer the questionyou ask by stating the availability of this form of educationat different times and locations” (Participant 3).“I was not unfamiliar to distance education due to mydiscipline. I am also one of the advocates of the thesisthat distance education allows to train students who arereally aware of their requirements. I do not think that thecurrent implementation of distance learning is efficientsince it is imperative. The most important feature of thiseducation method is the easy access of the student toseveral web-based resources at the same time”(Participant 17).The important features of distance educationDistance education instruction methods implementedduring the pandemicIn the study, the responses of the participants to thequestion “In your opinion, what are the most importantcharacteristics of distance education adopted during thepandemic?” included in the semi-structured interviewform were analyzed with content analysis method and thefindings are presented in Table 1.In the study, the responses of the participants to thequestion “What are your criticism and recommendationsabout the instruction of the courses instructed withdistance education during the pandemic?” included in thesemi-structured interview form analyzed and classifiedunder sub-themes, and the findings are presented in
540Educ. Res. Rev.Table 2. The views of participating teachers on distance education instruction methods.Theme: Distance Education Instruction MethodsSub-ThemesCriticismRecommendationsG.1. Slide-based presentationParticipation-based discussionG.2.Classical instructionStudent-oriented instructionG.3.Teacher-oriented question and answerStudent-oriented/teacher-supervised question and answerG.4.Learning by observationLearning by doing and living with sample casesG.5.Stationary content-based instructionTechnology-assisted content instructionTotalTable 2. The analysis of the findings presented in Table 2suggested that the participant teachers stated similarviews in four sub-themes. It could be suggested that theyideated significant criticism and recommendations. Basedon these suggestions and criticism, the most frequentviews in the criticism sub-theme were about teacheroriented question-answer instruction and the mostfrequent recommendation was student- oriented/teachersupervised question and answer instruction. A sample ofparticipating teacher views based on the findings detailedin Table 2 is presented below:“During the Covid-19 pandemic, I do not think that thedistance education provided in our country was qualified;since the education unfortunately is instructed in ourcountry with teacher-oriented instruction method, which isa traditional approach. The student watches almost like arobot. Instead of this type of instruction, I think that itshould involve the student in the process, guide thestudents through activities and allow them to acquire asense of responsibility” (Participant 23).“As a teacher and a father, I can easily say the following:I do not believe that students understand a topic, acontent, a case or an event by following it. Independentof the type of education. I think the same is true fordistance education. Instead, I think that planning activitieson the preparation and repetition of the topic and sharingthem with their peers in an interactive environment wouldincrease their learning levels” (Participant 10).The resources and material employed in distanceeducation during the pandemicIn the study, the responses of the participants to thequestion “Do you think the resources and material usedin the courses instructed with distance education duringthe pandemic are adequate, why?” included in the semistructured interview form were analyzed and the findingsare presented in Table 3.Here, where the resources and material employed indistance education implemented in Turkey during thepandemic were analyzed based on teacher views withf1012155850%2024301016100content analysis, six sub-themes were identified and arepresented in Table 3. It was observed that three of thesethemes were in the category of "yes" and the other threewere in the category of "no". The different approaches ofthe participant teachers to the topic could be suggestedas the reason for this. A sample of participating teacherviews based on the findings detailed in Table 3:“I can say that we spent almost the entire spring termconducting distance education. However, in this process,it was the Ministry of National Education that was moreactive than us teachers; because, I can say thateducation was coordinated by the ministry. I do not findthe resources and materials used in a distance educationprocess where coordination was conducted by a singlecenter and with only a few resources” (Participant 49)."During the pandemic, we have been conducting theeducational activities with distance education andinteractively. First of all, I would like to congratulate ourMinister of National Education for allowing fast adaptationto the process and providing necessary infrastructure forthe students and parents at home. This process mayentail certain problems since it as an obligation. However,I am positive about the question you asked on thesubject. In this process, I find the utilized resources andmaterial sufficient since the supervision and evaluation ofthe students by the teachers were not sufficient”(Participant 35).The measures that could be adopted to improve theeffectiveness of distance educationIn the study, the responses of the participants to thequestion “What should be done to improve the efficiencyof the distance education system adopted during thepandemic?” included in the semi-structured interviewform were analyzed and the findings are presented inTable 4. In Table 4, it could be observed that tions.The review of Table 4, where the findings about theresponses of participating teachers in the final question
Koçoğlu and Tekdal541Table 3. The views of participating teachers on resources and material employed in distanceeducation.Theme: The resources and material employed in distance educationSub-themesfG.1. Inability to evaluate and monitor7G.2. MNE based and controlled5YesG.3. Inability to instruct the course based on resources10NoTotalG.4. Obligation tu use a single resource and materialG.5. Avoidance of interactive materialG.6.Passive-avoider teacher traits%1410201081050201620100Table 4. The views of participating teachers on the improvement of the effectiveness of distance education.Theme: The improvement of the effectiveness of distance educationSub-ThemesG.1. Improvement of parent participation through teacher-parent communicationsG.2.Internet and technological material supportG.3.Monitoring the student participation in educationG.4.Conducting online exams in different intervalsG.5.Informative instruction on distance educationG.6.Rich content support to motivate studentsG.7.Temporal freedom in participation to educationG.8.Development of face-to-face education platformsG.9.Learing interactionG.10.Development of advanced softwareTotalon semi-structured interview form were presented,revealed that the responses were diverse andremarkable. It was observed that the frequencies ofvarious responses were similar. However, the analysisthe study findings presented in Table 4 demonstrated thatsmall groups of participant views differed in manyaspects. This difference could be due to the fact that theydeveloped several suggestions on the topic. A sample ofparticipating teacher views based on the findings detailedin Table 4:“In my opinion, the process requires consultation. In otherwords, it requires teacher-parent interaction; because,the student is far away from the supervision and controlof the teacher in this process and may not take someactivities seriously. However, I think that these studentproblems are caused by the course teacher and theparents. Therefore, the distance education processshould be first taken seriously by teachers and parents,and students should be supported when accessingdistance education systems. Distance education shouldnot be left to the discretion of the students, but parentsf575645346550%10141012810681210100should organize and supervise the process” (Participant25).“Although I have several complaints about this distanceeducation process adopted due to the Covid-19pandemic, I would like to make a single suggestion.Since, if this proposal will not be implemented, I think thatthis education could not be provided. My suggestion is toprovide the student with free internet and material(computer, tablet, etc.) support for distance education”(Participant 12).DISCUSSIONBefore the conclusion of the study, it could be stated thatdistance education activities became popular in scientificcircles in several countries around the world due to theCovid-19 pandemic (Joswey et al., 2020). The presentstudy was conducted to query several features of thiseducation method due to the popularity of distanceeducation during the pandemic. Thus, in the presentstudy that aimed to analyze distance education
542Educ. Res. Rev.conducted in Turkey during Covidi-19 pandemic basedon the views of participating teachers, it was observedthat different and remarkable findings were observed(Tables 1 to 4). The study findings were presented assub-themes under the four themes determined withcontent analysis. These themes were important featuresof distance education, the distance education instructionmethods adopted during the pandemic, resourcesmaterials used in distance education, and therequirements to improve the effectiveness of distanceeducation.Among the important study findings were those in theimportant features of distance education sub-theme. Thereview of these findings presented in Table 1 revealedthat the features of distance education such asaccessibility, flexibility, popularity and live classroominstruction were mentioned. This finding was consistentwith the reports by Elliot and Miller (1999), Kurbel (2001),Mcluhan (2001), Doyle (2001), Kör et al. (2013) andKantek (2014) in different periods.In the present study that aimed to analyze distanceeducation in Turkey during the Covid-19 pandemic, it wasobserved that significant results were obtained on theinstruction of distance education during the pandemic(Table 2). These findings revealed that the participantsmentioned both critical views and recommendationsabout the distance education process in Turkey. It couldbe suggested that the main theme of the criticismsemphasized by the participating teachers was the uniformcontent and teacher-oriented traditional instruction. Inresponse to these criticisms, they also proposedsuggestions that included student-oriented generalization that "independent of the education system,the student should be put at the center to improve thelevel of meaningful learning in all systems." It could besuggested that this study finding was consistent with thefindings reported by Çalışkan (2002) and Demirci (2003).One of the significant study findings was the competencyof the resources and material utilized in distanceeducation. In the study, it was determined that mostparticipating teachers (f-28) had a negative view aboutcompetency. It was observed that the teachers justifiedthis in the sub-themes such as non-sociable and noncreative traits of the teachers, their inability to useinteractive resources, and using similar resources in thewhole education field (Table 3). On the contrary, theparticipants who found the materials adequate stated thatthe levels of resource and material use were similar andlearning level could be controlled with measurement andevaluation methods. This study finding could beconsidered as evidence that the participating teacherswere not adequately trained in distance education. Sincethe transition and implementation of distance learningwas not a normal process during the pandemic. Whenjustifying the adequacy of the resources and material indistance education, conditions in that period such asimplementation factors and economic circumstancesshould be taken into consideration.Among the prominent findings on the implementation ofdistance education in Turkey during the pandemic basedon the views of teachers were those about the measuresthat should be taken to improve distance education. Theanalysis of the findings demonstrated that the participantsproposed important recommendations about the distanceeducation process (Table 4). These recommendationsincluded face-to-face live courses, technology-assistededucation, improved content instruction, communicationbetween the educational components, and activities thatwould increase student motivation. The review of thesefindings presented in Table 4 demonstrated that theyincluded suggestions to improve the meaningful learninglevels of the students. The present study findings wereconsistent with those reported by Rusel (1999) as well asMurphy and Crosser (2010). Based on the present studyfindings,(i) Due to the public health problems such as Covid-19,Turkey should define technological material and contentfor distance education infrastructure and update theserequirements based on student levels each year;(ii) The implementation of distance education processshould consider application conditions;(iii) Educational components (student-parent-teacher)should be informed about distance education;(iv) Material (computers, tablets) should be provided forthe students in distance education;(v) The distance education should include entertainingand motivating content that would increase students’interest in the process.CONFLICT OF INTERESTSThe authors have not declared any conflict of interests.REFERENCESAkpınar F, Üstün Y (2020). Current information about SARS-COV-2(COVID-19) infection in obstetrics and gynecology practice. TurkishJournal of Women's Health and Neonatology 2(1):13-16.CDC (Centers of Diseases Control and Prevention) (2017). SARSBasics Fact Sheet” https://www.cdc.gov/sars/about/fs-sars.html, SonErişim Tarihi 18.05.2020.Collins H, Glover H, Myers F, Watson M (2016). Automation in distancelearning: An empirical study of unlearning and academic identitychange linked to automation of student messaging within distancelearning. International Association for Development of the InformationSociety, Paper presented at the International Association forDevelopment of the Information Society (IADIS) InternationalConference on e-Learning Madeira, Portugal, Jul 1-4.Çalışkan S (2002). Uzaktan eğitim web sitelerinde animasyon kullanımı.AÖF’ün 20. Yılı Nedeniyle Uluslararası Katılımlı Açık/Uzaktan EğitimSempozyumu. Anadolu Üniversitesi, 23-25 Mayıs 2002, Eskişehir,Türkiye.Demirci N (2003). Bilgisayarla etkili öğretme stratejileri ve fizik öğretimi.Ankara: Nobel Yayıncılık.Doyle A (2001). Web Animation Technology. Learning 22(2):27-32.Elliot S, Miller P (1999). 3D Studio Max 2. İstanbul: Sistem YayıncılıkEmin MN (2020). 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Koçoğlu and TekdalSETA/Perspektif 268:1-4.Göçer A (2013). The Opinion of Turkish Student Teachers on theRelationship between Language and Culture: A PhenomenologicalAnalysis. Journal of Education Faculty Erzincan University 15(2):2538.Guo C (2010). Remar
they led to panic and anxiety around the world, and to support the "stay at home" calls, countries temporarily interrupted formal education activities in several fields, and turned to the distance education method. It was observed that the student population, which has been away
‘distance’ paradox in so-called distance learning environments. The Distance Education Paradox and the Internet A definition for distance education The main defining feature of distance education is the separation of teacher and learner, usually in both time and space (Holmberg, 19
Sight Distance 4.1 INTRODUCTION Sight distance is the length of roadway visible to a driver. The three types of sight distance common in roadway design are intersection sight distance, stopping sight distance, and passing sight distance.
1-6 Midpoint and Distance in the Coordinate Plane Check It Out! Example 4a Use the Distance Formula and the Pythagorean Theorem to find the distance, to the nearest tenth, from R to S. R(3, 2) and S(-3, -1) Method 1 Use the Distance Formula. Substitute the values for the coordinates of R and S into the Distance Formula.
Higher Education – World University Ranking 2018, QS Asia Ranking 2018, Times Higher . The Directorate of Distance Education at SASTRA was started in collaboration with Distance Education Bureau (DEB), New Delhi to offer Higher Education through Distance Mode. The Objectives of the
Distance Education, nowadays defined more as Open and Distance Learning, dates back to 1800s. Once considered as using non-traditional approaches and delivery methods compared to conventional campus-based education, distance education now has become a mainstream form of education increasing its popularity and use in the 21st century.
actual distance drawing distance drawing actual EXAMPLE 1 Finding an Actual Distance What is the actual distance d between Cadillac and Detroit? Step 1: Use a centimeter ruler to fi nd the distance on the map between Cadillac and Detroit. The map distance is about 3.5 centimeters. Step 2: Use the scale to write and solve a proportion. 1 cm .
Working Distance and Field of View . The two main variables involved when discussing a camera's lens choice are the . Working Distance. and the . Field of View. size. The Working Distance, or WD, is the distance from the camera to the target object. In the case of this collection of lens charts, the Working Distance is measured from the front .
University of Cape Coast, Ghana Gabriel ESSILFIE College of Distance Education University of Cape Coast, Ghana ABSTRACT This study was designed to identify the causes of stress and coping strategies adopted among distance education students at the College of Distance Education in the University of Cape Coast.
