144
Перевозимые количества продукта не могут быть отрицательными:
(6)
Целевой функцией, подлежащей минимизации, выступают суммарные затраты на
перевозку, определяемые формулой
.
Окончательно приходим к такой задаче:
Найти
при условиях: (4), (5), (6).
Полученная задача является задачей линейного программирования. Из-за
специфичности ограничений (4) и (5), задачи этого типа получили название
транспортных задач. Рассмотрим содержание признака оптимальности для поставленной
задачи.
Обозначим оценку единицы продукта на
i
-ом предприятии через
, а
– оценку
единицы продукции у
g
-го потребителя.
Признак оптимальности плана перевозок представит собой очевидную истину:
при осуществлении перевозки цена в пункте потребления равна цене в пункте
производства плюс транспортные расходы: в любом пункте потребления
не может
быть больше, чем +
, где
– транспортные расходы на перевозку этого продукта
из другого пункта производства.
Следовательно, в оптимальном плане
+
, т.е. разность цен не превышает
затрат на транспортировку. На основании этого признака можно не только проверить
любой допустимый план на оптимальность, но и перейти к лучшему.
ЛИТЕРАТУРА
1.
Ponomarev K.K. Drawing up and the decision of the differential equations.
Uch.ped.izdat.ministerstva educations of RSFSR - Moscow 1962.
2.
Novikov D.А. Statistical methods in pedagogical researches (typical cases). - M: M3
- the Press. 2004.
3.
А.А.Самарский, А.П..Михайлов. Математическое моделирование: Идеи,
методы, примеры. Физматиздат.2001г. – 320 с.
4.
В.Л.Кузнецов. Математическое моделирование. Часть 1. - 77 с.
5.
Danko P.Е, Popov A.G, Kojevnikova T.Я. the Collection of problems on higher
mathematics. M. Visshaya shkola. 2003.
6.
А.Д. Мышкис Элементы теории математических моделей. – М., УРСС.2004
7.
М.Г. Хубларян Водные потоки: модели течений и качества вод суши. – М.,
Наука, 1991.
8.
А.А. Петров, И.Г. Поспелов, А.А. Шананин Опыт математического
моделирования экономики, – М.: Энергоиздат, 1996, - 544 с.
9.
А.С.Тихонов. Математическое моделирование. – М.: 1987, - 274 с.
10.
Э.Алиев, Н.Уразов. Моделирование процессов и систем.Ташкент. – 2002г. –
143 с.
THE IMPACT DISTANT EDUCATION ON FEMALE EDUCATIONAL
ATTAINMENT
Bibi Aisha, *
a
Chong Li,
a
Graduate School of Education, Dalian University of Technology, Dalian 116024, China
Linggong Road No.2, Ganjingzi District Dalian, 116024, P.R. China Provide full
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145
Corresponding Author’s Email Address: aisha.educationist@gmail.com
Corresponding Author’s Phone Number: +8615504952770
1. Bibi Aisha’s Biography: Bibi Aisha is a PhD candidate at the Graduate School of
Education Dalian University of Technology, P.R. China. She completed her B.Ed. and M.Ed. from
the University of Peshawar, Pakistan. Her research interests include but are not limited to higher
education, women's education, MOOC models, and Distance education and curriculum design.
2. Chong Li’s Biography: Chong Li is a full professor in the Graduate School of Education at
Dalian University of Technology, P. R. China. His work focuses on comparative higher education,
innovation, and entrepreneurship education.
ABSTRACT. Education has a tremendous impact on an individual's mental and
financial development since it enables them to make a meaningful contribution to society.
Female education becomes more crucial in these circumstances. The study was a quantitative
and survey-based research project. Master's degree students enrolled at Allama Iqbal Open
University (AIOU) from the spring semester of 2018 to the spring semester of 2019; all AIOU
postgraduate teacher education program tutors; academicians in distance education and
formal education; and all AIOU students were included in this study. Due to a shortage of
funding and the study's length and breadth, only four locations were able to be studied. Each
area was given 75 students from 300 students in related programs. To get a random sample of
100 instructors, 25 were selected from each location. Researchers used questionnaires as data
collection tools. The data were analyzed using SPSS. The findings demonstrate that women who
live in rural areas have profited from online education.
Keywords: women's higher education, online study, distance education, Massive Online
Open Course (MOOC), gender equality.
Introduction
Education that does not need the presence of students and instructors in the same area is
referred to as "distance" or "open" education (Khoronko & Bondarenko, 2021). It incorporates
a variety of educational delivery methods, including asynchronous, blended, and synchronous,
to provide students with real-world learning experiences. Sweden, Germany, and England
pioneered distance and open education during the nineteenth century. In order to increase
accessibility, the United States of America was the first nation to implement degree programs
through remote education in 1883. In terms of accessibility and cost efficiency, distant and open
education is a viable option. Distance learning has been encouraged worldwide by a slew of
international organizations and governments. The United Nations Educational, Scientific, and
Cultural Organization (UNESCO) has been urging developing countries to build a system of
distance education in order to alleviate the problems of access and equality. Britain helped
Pakistan build Peoples University Islamabad (later renamed Allama Iqbal Open University) in
the 1970s with financial assistance from the British Council (AIOU). The Allama Iqbal Open
University was the second institution of distance learning to open its doors in Pakistan, after
establishing the first in England in 1969 (Akhtar, et al., 2021).
AIOU is a distance learning institution that offers courses ranging from elementary school
to Ph.D. study. It has a unique approach, method, capability, and structure compared to other
institutions in Pakistan. For one thing, it is the first university in the country to primarily use
Distance Education as a teaching strategy (Sardar & Ajmal, 2021). It is also the first of its sort
in Asia and Africa.
Despite the complexity of Pakistan's training system, it has been lacking in its ability to
reach the country's female populace (Ahmad, 2020).
Since the advent of the internet in the 1990s, e-learning, or distance learning, has
revolutionized the way students’ study all over the globe (Amin, et al., 2020). There is a
constant usage of a transitional approach between instructor and student (Jumani, et al., 2020).
One or more mediums may make this communication. Students who use distance learning tools
are also motivated to improve their skills in the classroom.
146
There have been several educational institutions shut down worldwide due to COVID-
19. A crisis that necessitated the deployment of high-tech equipment and software put
universities to the test. In order to avoid disruptions to learning, the development of online
learning environments was accelerated by this kind of closure. 1 In order to better engage
students, deliver course materials, and administer tests, an increasing number of educational
institutions are turning to the web for these purposes. Online or remote learning has been
encouraged by COVID-19, which is a danger to humanity (Mukhtar, et al., 2020).
The growing need for education by a vast number of people worldwide is met via open
and distance learning. In order to counteract their excessive teaching, they are modifying this
technique (Government of Pakistan, 2005). This model differs from the norm in terms of the
curriculum structure and how students may get access to it. According to the Pakistani Ministry
of Education (MOE), open and distance learning (ODL) can be estimated as follows: "For a
variety of reasons, including the most obvious one: the high cost of postsecondary education, it
has become critical to provide individuals who are unable to reach higher examinations with
equal and improved access to postsecondary education (Ahmad, et al., 2020).
As a result, "distance and open learning is a step forward in providing advanced
education." “About 40% of Pakistan's tertiary and higher education students are engaged in
distant and open education programs, according to recent enrollment data. As a result, the %age
of Pakistan's eligible young cohort enrolled in higher education increased from 3% to 10%
(Aglazor, 2017).
Women have to deal with the limitations imposed by their low social standing on their
ability to shape countries (Abdullah & Mirza, 2020) . For countries to compete and succeed in
the global arena without women's involvement, this is a universal truth the only way to
restructure and rebuild society is via women's education, and it is also vital to modify society's
attitude toward women. As a result, women benefit from increased access to education via
distance learning (Fidalgo, et al., 2020).
Women capable of positively impacting society and the country should be allowed to
study. For women, education is both a medium and a multi-step process for realizing their
independence and authority. As a result, women will attain more accomplishment, success, and
a more suitable position. Only through education may a woman get more recognition, better
judgment, and greater self-confidence (Khan, et al., 2020). For civilization to progress, women's
liberty and acceptance are critical components.
In Pakistani culture, women cannot leave the house to attend school (Akhter & Akbar,
2016). Thus, only after the introduction of distant education in Pakistan has women's status
improved. However, the philosophy and practice of distance education are constantly evolving.
In online education, women have greater independence and are better positioned to go forward
without being constrained by cultural sensitivity. For a civilization to progress, both men and
women must be involved (Bushra & Wajiha, 2015). In Pakistani society, men have power and
influence over women, even though women hold relatively low social status in Pakistan. A
woman is reluctant to seek and appreciate the same rights as a man under the law at every stage
of her life. It is not a topic for discussion that women do not contribute to the well-being of their
families and communities. The chariot's one wheel is being torn apart by females. Females are
capable of doing a wide range of household tasks, yet they are considered unfertile in Pakistani
society, and this is an essential topic of discussion. Therefore, for a woman's job to be
recognized, she must be accomplished (Jayaweera, 2010). A combination of technical and
practical education is required to raise Pakistanis' understanding of the country's carbon-
doppelganger problem. For Pakistan to progress, the philosophy and practice of women's
education would have to be re-evaluated. Women in Pakistani cities have a higher social status
than women in rural areas. In Pakistan, the vast majority of the population lives in rural areas.
As a result, emphasis is placed on educating women in urban and rural communities alike
(Khokhar, 2018).
Research Questions
147
1. What is the distant education's impact on female educational attainment?
2. What is the role that distant education plays in increasing women's access?
Materials and Methods
This research's primary objective was to investigate the influence of distance education
in promoting women's education. The nature of this investigation is both descriptive and
quantitative. The primary goal of quantitative research was to discover answers to issues by
using statistical methods and numerical data. With the use of questionnaires, the researchers
could get a better sense of what the respondents were thinking. Because of this, the researchers
conducted a sample survey and gathered data from students, tutors, and academics. Four AIOU
areas made up the study's participants. In Punjab, there are 20 AIOU areas. Islamabad,
Rawalpindi, Chakwal, and Mundi Bahauddin are all included. Limited resources and the study's
time and scope necessitated the random selection of just four locations for sampling (Islamabad,
Rawalpindi, and Chakwal & Mundi Bahauddin). A random sample of 75 students from each
location was drawn from the 300 enrolled in relevant programs.
By choosing 25 instructors from each location, we could sample a total of 100 tutors from
relevant programs. Experts in the area helped to establish the instrument's validity. The
researchers made adjustments to their gear based on input from industry professionals. The
researchers completed the tools after making the required adjustments and revisions. Instrument
reliability was assessed using the test-retest procedure. SPSS was used to analyze the
questionnaire data. Descriptive statistics, such as %ages and means, were used to evaluate and
interpret the data. Following the presentation of the data in the form of tables, an analysis was
carried out. The study's results formed the foundation for its conclusions and recommendations.
Results
The descriptive analysis has been made including Standard deviation
Table 1 shows the outcomes of the data analysis. Survey participants' responses to various
questions (frequency, %ages, and mean scores) are summarized in the following table. The
respondents' views on the appropriateness of remote education and the outcomes are the focus
of these remarks.
The respondent's thoughts on the topic of promoting women in distance education.
As shown in Table 1, 27.7% of tutors strongly agreed, 46.8% concurred with this
assertion; 12.3% disagreed; 10.1% of the tutors were indifferent, and 3.4% severely disagreed
with this statement. Many distant education practitioners in Pakistan agree that women may
benefit from online education. According to the survey results, 26.8% of tutors agreed, 33.4%
agreed, 26.8% agreed, but 11.1% disagreed, and 2.2% strongly disagreed, with the assertion
that distance education is expanding among women in rural regions despite its mean score of
1.89. This again suggests that women choose distant education when there is no convenient
option for conventional education. There were 38.8 % strong, 44.5 % agreeing, 5.7 % neutral,
and 11% disagreeing with the statement that distance education helps women become more
expressive, while the mean score was 2.38, according to the results of a survey conducted by
the American Association for the Advancement of Science (AAAS). This is indicative of the
value that women get from online learning. Distance education does not promote ethical
principles in women, according to 22.3% of tutors who strongly agreed, 37.7% of tutors who
agreed, 14.3% of neutral tutors, 22.9% of tutors who disagreed, and 3.4% of tutors who severely
opposed. It was found that 13.4% highly agreed, 33.4 % strongly agreed, 28.7 % agreed, 18.9 %
agreed, and 6.8 % strongly disagreed that distance education helps women improve their
computer abilities. The mean score was 2.75. 24.8% of instructors highly agreed; 29.4% agreed;
23.3% agreed; 14.9% neutral; 4.5% strongly disagreed that distance education improves social
life skills in women; the mean score was 2.35 for this group. According to the results, a median
score of 2.45 was assigned to the claim that distance education helps women develop critical
thinking skills, with 23.2 % of tutors strongly agreeing with the claim, 40.4% agreeing, 12.3 %
neutral, 17.9 % disagreeing, and 5.5% disagreeing. In other words, all of the claims got a
favorable response about the value of distance education.
148
Nearly three out of every ten (23.2%), three out of every twenty (33.4%), thirty-two out
of every twenty (30.3%), and fourteen out of every twenty (14.9%) of tutors strongly agreed
with the assertion that distance education has a positive influence on women's views. However,
only 22.2% of tutors strongly agreed, 31.2% agreed, 26.7% agreed, 14.9% disagreed, and 5.7%
disagreed strongly with the assertion that distance education helps women's social integration
in society, with a mean score of 2.49 the rest tutors were evenly divided. It was found that
30.1% of instructors highly agreed with the assertion that distance education is increasing
women's punctuality. In comparison, 31.2% agreed with the statement, 25.3% neutral, 10.9%
disagreed, and 2.3% disagreed. In the end, 33.1% of professors strongly agreed, 30.0 percent
approved, 21.3% were indifferent, and 12.8 percent disapproved, according to the survey
results. A whopping 7.8% of tutors strongly disagreed with the claim that distance education
helps women improve their communication skills, with a mean score of 2.25.
Table 2
Statement1: Distance Education is good for Females
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Agree
62
56.4
56.4
56.4
Strongly agree
25
22.7
22.7
79.1
neutral
11
10.0
10.0
89.1
Disagree
9
8.2
8.2
97.3
Strongly Disagree
3
2.7
2.7
100.0
Total
110
100.0
100.0
Table 3
statement2: Statement: Women in rural regions are becoming more interested in
distance education
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Agree
30
27.3
27.3
27.3
Strongly agree
34
30.9
30.9
58.2
neutral
34
30.9
30.9
89.1
Disagree
10
9.1
9.1
98.2
Strongly Disagree
2
1.8
1.8
100.0
Total
110
100.0
100.0
Table 4
statement3: Learning from home allows females to have more self-expression in their
everyday lives
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Agree
25
22.7
22.7
22.7
Strongly agree
35
31.8
31.8
54.5
neutral
5
4.5
4.5
59.1
Disagree
11
10.0
10.0
69.1
Strongly Disagree
34
30.9
30.9
100.0
Total
110
100.0
100.0
Table 5
statement4: Women's ethical ideals are strengthened via distance education
Frequency
Percent
Valid Percent
Cumulative
Percent
149
Valid
Agree
35
31.8
31.8
31.8
Strongly agree
40
36.4
36.4
68.2
neutral
12
10.9
10.9
79.1
Disagree
20
18.2
18.2
97.3
Strongly Disagree
3
2.7
2.7
100.0
Total
110
100.0
100.0
Table 6
statement5: Women's computer literacy improves with distance learning
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Agree
30
27.3
27.3
27.3
Strongly agree
32
29.1
29.1
56.4
neutral
24
21.8
21.8
78.2
Disagree
18
16.4
16.4
94.5
Strongly Disagree
6
5.5
5.5
100.0
Total
110
100.0
100.0
Table 7
statement6: Women's social life skills are improving as a result of distance education
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Agree
38
34.5
34.5
34.5
Strongly agree
34
30.9
30.9
65.5
neutral
21
19.1
19.1
84.5
Disagree
13
11.8
11.8
96.4
Strongly Disagree
4
3.6
3.6
100.0
Total
110
100.0
100.0
Table 8
statement7: Women's critical thinking is being honed via distance education
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Agree
47
42.7
42.7
42.7
Strongly agree
31
28.2
28.2
70.9
neutral
12
10.9
10.9
81.8
Disagree
15
13.6
13.6
95.5
Strongly Disagree
5
4.5
4.5
100.0
Total
110
100.0
100.0
Discussion
The primary purpose of any educational system is to ensure that all students have access
to high-quality and comprehensive education. Providing good quality education is one of the
primary goals of higher education. Fulfilling the needs of students and society as a whole
requires high-quality higher education (Quality Centre of Tehran University, 2011). Due to
various socio-economic barriers to women's participation in Pakistan's higher education system,
Pakistan must develop a proper educational system such as an online distance education system.
The effects of societal and religious barriers will be transformed by e-learning to provide
frequent opportunities for higher education for them.
According to the results, online education offered pupils "equal opportunity,” students
and academics benefited greatly from online education. Individual variances in learning styles
150
may be accommodated through distant education. Distant learning may be equally effective as
face-to-face instruction according to the research results listed above, suitable technology and
internet infrastructure are required for successful distance/online education compared to face-
to-face education. During the pandemic, technology and internet infrastructure were essential
in making online schooling possible.
A "global" form of education that helps women of Pakistan to get distance education is
now possible because of the fast development of Massive Open Online Courses (MOOCs)
(Lorrie, et al., 2015). When Dave Cormier, a professor at the University of Prince Edward
Island, began teaching an online course called "Connectives and Connective Knowledge" in
2008, he invented Massive Open Online Courses (MOOCs).
"A MOOC (Massive Online Open Course) is an educational product," says Bates and
Hayes (Bates, 2014).
•
A structured learning route that includes a syllabus and defined learning goals,
resources, and activities to promote learning, an evaluation system based on quizzes, exercises,
or projects, and a certification procedure is possible.
•
Easily accessible through a web browser.
•
Many individuals were involved in the design and implementation of this project.
•
Designed for open participation, i.e., no qualifications or membership requirements and
no participation fees (DeBoer, et al., 2014).
As a result of these qualities, a MOOC cannot be an OER repository, a so-called blended
course (although a blended course may nevertheless make use of a MOOC), or even a route
with a restricted number of participants or banned access to specified groups of persons (Peters
& Seruga, 2016).
Individuals with learning disabilities or difficulties adhering to more conventional
educational paradigms stand to gain the most from this innovative approach.
Web platforms for MOOCs have grown in quantity over time, as has the number and
variety of material providers, including some of the most prestigious academic institutions in
the world (Stracke & Trisolini., 2021). Early MOOCs featured a strong collaborative
philosophy (cMOOCs) based on constructivism and connectives, in which students took a more
active role than the instructor, who was reduced to the position of facilitator (Ehlers &
Kellermann, 2019).
Gender equality is essential to us as MOOC creators and designers. We must do all we
can to ensure that our students have equitable access to high-quality course materials. The free
and simple access to online courses offered by universities may be allowing female participants
to pursue STEM courses, particularly females from less gender-egalitarian and less
economically developed nations, to participate. It is also possible that female students may feel
more at ease in the virtual classrooms provided by MOOCs (Lee et al., 2017).
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