scholarly journals Distance technologies in sustainable education: the case of Ukraine during the coronavirus pandemic

2021 ◽  
Vol 255 ◽  
pp. 01040
Author(s):  
Oksana Poplavska ◽  
Nataliia Danylevych ◽  
Svetlana Rudakova ◽  
Liudmyla Shchetinina
Keyword(s):  
Online Education ◽  
Large Scale ◽  
Negative Impact ◽  
Educational Process ◽  
Educational Systems ◽  
Classical Education ◽  
Sustainable Education ◽  
Teachers And Students ◽  
The Stability ◽  
Academic Communication

Sustainable education systems in tertiary institutions aim to reduce the negative impact of the COVID-19 pandemic. To identify the readiness of educational institutions for current and future problems, a survey was conducted among a representative number of teachers and students. The purpose is to substantiate the importance of distance technologies for sustainable education in Ukraine. As the result, we’ll have fine tools to select the best distance technologies for education that can fully support academic communication. The conducted studies allowed us to conclude that distance technologies expand the accessibility of sustainable education. However, we also The article identifies problems in the introduction of distance technologies into the system of sustainable education of a technical, organizational and psychological nature. However, the pandemic motivated teachers to actively explore the new possibilities of distance technologies, as well as to implement them in the educational process. The inclusion of online education into classical education makes it possible to expand competencies through specialized training and professional platforms, significantly improving the quality of education. A feature of the spread of distance technologies in Ukraine has become a one-time, large-scale implementation of them in the educational process, which ensures the stability of educational systems in the future.

scholarly journals Online Teaching. Opportunities, Challenges and Recommendations to Improve Collaboration and Quality of Learning

2021 ◽  
Vol 67 (2) ◽  
pp. 59-84
Author(s):  
Sergiu Maxim ◽  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Real Life ◽  
Educational Process ◽  
Educational Systems ◽  
Teaching Online ◽  
Face To Face ◽  
Teaching Objectives ◽  
Teachers And Students ◽  
Asking Questions

Remote learning, also known as distance education, can be defined as teaching the students with no face-to-face contact with the teacher in class. Once the Coronavirus spread, globally imposed measures became more and more restrictive leading to a major difficulty for the educational systems: identifying fast solutions to the issue of suspending the classes and lectures in-person. The techniques of online and distance learning also needed changes to fulfill the needs of teachers and students, such as presentation, communication, asking questions and formulating answers, practicing the theory through various exercises, testing and feedback. There are several good practices popular now in online education, some of which are described throughout this article. Developing a complete set of skills in students is fundamental for facilitating the educational process and integrating them in the study and/or working groups, but also for preparing them for real life. This article presents some of the most important abilities to take into account by the educational system. However, most recommendations from instructors teaching online are presence-themed. Establishing a strong connection and feeling part of a supportive community is vital for students. Using video or Skype, video announcements instead of text, using the phone are all ways to a faster connection whenever doubts or questions arise. In addition, training and agility are on top of the priorities list: using technologies that help in achieving teaching objectives; teaching online does not mean that materials once used face-to-face are uploaded on an online platform; training is key whereas technology cannot work and there is a need for a back-up plan.

scholarly journals Responsive Dashboard as a Component of Learning Analytics System for Evaluation in Emergency Remote Teaching Situations

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 7998
Author(s):  
Emilia Corina Corbu ◽  
Eduard Edelhauser
Keyword(s):  
Online Education ◽  
Learning Analytics ◽  
Evaluation System ◽  
Online Courses ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Educational Process ◽  
Study Objective ◽  
Teachers And Students ◽  
The Evaluation System

The pandemic crisis has forced the development of teaching and evaluation activities exclusively online. In this context, the emergency remote teaching (ERT) process, which raised a multitude of problems for institutions, teachers, and students, led the authors to consider it important to design a model for evaluating teaching and evaluation processes. The study objective presented in this paper was to develop a model for the evaluation system called the learning analytics and evaluation model (LAEM). We also validated a software instrument we designed called the EvalMathI system, which is to be used in the evaluation system and was developed and tested during the pandemic. The optimization of the evaluation process was accomplished by including and integrating the dashboard model in a responsive panel. With the dashboard from EvalMathI, six online courses were monitored in the 2019/2020 and 2020/2021 academic years, and for each of the six monitored courses, the evaluation of the curricula was performed through the analyzed parameters by highlighting the percentage achieved by each course on various components, such as content, adaptability, skills, and involvement. In addition, after collecting the data through interview guides, the authors were able to determine the extent to which online education during the COVID 19 pandemic has influenced the educational process. Through the developed model, the authors also found software tools to solve some of the problems raised by teaching and evaluation in the ERT environment.

Online education in the digital transformation system of Russian universities: Statistics 2020

2021 ◽  
Vol 20 (2) ◽  
pp. 278-298
Author(s):  
Valentina N. EDRONOVA
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Courses ◽  
Digital Transformation ◽  
Educational Process ◽  
University Education ◽  
Individual Development ◽  
Scientific Publications ◽  
Novgorod Oblast ◽  
Teachers And Students

Subject. In the context of digital transformation of the society, online courses, as a form of basic and additional education in universities, play a crucial role. Objectives. I consider the types and content of online courses used by universities for distance education, analyze the perception of the new forms of educational process by teachers and students, and positive and negative aspects of distance learning in 2020. Methods. The study employs statistical methods of data collection, generalization of basic statistics, analysis of obtained results and materials that are published in scientific publications and mass media, best practices for remote learning. Results. The paper provides consolidated assessment of positive and negative aspects of remote regime of the traditional form of education, the participation of universities in programs for online mass education, the demand for and directions of supplementary education in the Nizhny Novgorod Oblast, State support to digital transformation of universities in 2020. Conclusions. At the current stage of digital transformation of education, universities use different options to implement distance learning. Online courses, being the main form of modern university education, are developing and improving rapidly. They play an important role in the system of training specialists for the national economy and individual development.

Measuring and Evaluating ICT Use

2009 ◽  
pp. 326-339 ◽  
Author(s):  
Romina Jamieson-Proctor ◽  
Glenn Finger
Keyword(s):  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Large Scale ◽  
Relative Advantage ◽  
Educational Systems ◽  
Ict Use ◽  
Strategic Plans ◽  
Teachers And Students ◽  
Information And Communication

Teaching and learning in the 21st Century requires teachers and students to capitalise upon the relative advantage of integrating Information and Communication Technologies (ICT) to enhance current curriculum, pedagogy and assessment approaches, as well as transform teaching and learning. While most educational systems agree that ICT has the potential to transform teaching and learning, attention has been given recently to the challenge of how to measure and evaluate the impact ICT is having on teaching and learning. This Chapter argues that the most important focus in measuring ICT use needs to be on student use of ICT, as policies and teacher professional development initiatives by themselves are insufficient to ensure that student learning is either enhanced or transformed through ICT use. Insights are provided into the development of a contemporary instrument, for use by Education Queensland, Australia, which aims to measure teacher perceptions of the quantity and quality of student use (as opposed to teacher use) of ICT in the curriculum. The instrument enables teachers and schools to identify their current and preferred levels of student ICT use, and from this, to generate discussion about the integration and transformational potential of ICT and to develop strategic plans to achieve their preferred level of student use. This Chapter also provides summaries of the implementation of the instrument in two large Queensland education systems, and argues that ICT research, such as this approach, which enables large scale, evidence-based research to measure student outcomes as a result of using ICT in the curriculum should be a matter of priority to effectively monitor and manage learning with ICT.

scholarly journals Empirical Research on the Application of Online Teaching in Chinese Colleges and Universities Under the Situation of Novel Coronavirus Pneumonia Prevention and Control

2020 ◽  
Vol 15 (11) ◽  
pp. 119 ◽  
Author(s):  
Tiejun Zhu
Keyword(s):  
Online Education ◽  
Prevention And Control ◽  
Online Teaching ◽  
Large Scale ◽  
Colleges And Universities ◽  
Chinese Government ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
Novel Coronavirus ◽  
And Control

At the turn of 2019-2020, a new epidemic broke out in China. China has entered the critical stage of epidemic prevention and control. And The severe situation has led to the failure of normal opening of new semester in Chinese colleges and universities. In order to effectively guarantee the education, teaching and talent cultivation in colleges and universities, the Ministry of education of China has rapidly put forward the requirements of launching online teaching. Therefore, under the situation of Novel Coronavirus Pneumonia (Hereinafter referred to as 2019-nCoV) prevention and control, online teaching in Chinese colleges and universities is widely used and develops rapidly. However, the demand for online education has been released in a short time and on a large scale, and each online teaching platform has encountered unprecedented pressure and challenges. In this regard, based on the situation of 2019-nCoV prevention and control in China, this paper demonstrates how the Chinese government deploy online teaching in an all-round way with specific measures, how the Chinese colleges and universities implement massive online teaching quickly, how teachers and students adapt to online teaching quickly. At the same time, this paper carries out empirical analysis to show the process and effectiveness of online teaching in Chinese colleges and universities in the unprecedented state of 2019-nCoV prevention and control with specific examples. On this basis, it analyzes and summarizes the advantages and disadvantages, so as to facilitate the later improvement and provide reference.

scholarly journals ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

2021 ◽  
Vol 10 (2) ◽  
pp. 45-66
Author(s):  
ROXANA MIHELE
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Careful Analysis ◽  
Educational Process ◽  
Educational Systems ◽  
Daily Lives ◽  
Teachers And Students ◽  
Temporary Solution ◽  
Amount Of Knowledge ◽  
Teaching Learning

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

scholarly journals Review of the monograph «The Roles of Technology and Globalization in Educational Transformation»

2019 ◽  
Vol 1 (2) ◽  
pp. 204-209
Author(s):  
Nicolay A. Medushevsky
Keyword(s):  
Staff Development ◽  
Online Education ◽  
Education System ◽  
Educational Process ◽  
Modern World ◽  
Educational Systems ◽  
Educational Transformation ◽  
Universal Solutions ◽  
Communicative Space ◽  
Intensive Development

This article is a review of the monograph «The Roles of Technology and Globalization in Educational Transformation», published in 2019 under the editorship of B. F. Adeoye and G. Arome. The authors of the monograph, reflecting in a liberal vein, discuss the trend in the modern education system at both the global and regional levels. In particular, we are talking about the fact that the advent and development of Internet technologies have created a new world – a new communicative space, which is characterized by a certain virtual unity. In this space, if we compare it with the classical educational systems, almost everything has changed, from programs and their focus to the participants in the educational process, the psychology of which has also changed. New technological approaches, the use of forms of online education, were able to make education more flexible and close to the consumer. At the same time, the mobility of educational systems made it possible to actively introduce them into the labor process, reaching the goal of staff development, which is especially necessary in the conditions of innovative development of the economy. In addition, the coverage of territories has expanded. Education in its various forms came to all types of settlements, encompassed poorly developed regions. Despite such an intensive development of educational technologies, a large number of problems remain associated with the pace of development of educational programs and the presence of regional specifics, which impedes the introduction of universal solutions. This gives the authors of the monograph reason to discuss the trends that characterize the modern world education system.

scholarly journals Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

2020 ◽  
Vol 10 (12) ◽  
pp. 368
Author(s):  
Nadezhda Almazova ◽  
Elena Krylova ◽  
Anna Rubtsova ◽  
Maria Odinokaya
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Negative Impact ◽  
Academic Staff ◽  
Teaching Experience ◽  
Educational Process ◽  
University Teachers ◽  
Russian Higher Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

Deepening Understanding of Multicultural Online Education

2016 ◽  
pp. 472-493 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith ◽  
Guangji Yuan ◽  
Christina Nash
Keyword(s):  
Online Learning ◽  
Online Education ◽  
English Learners ◽  
Virtual Classroom ◽  
Educational Systems ◽  
Instructional Tools ◽  
Online Instructors ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Teacher Presence

In the 21st century, online education provides an alternative instructional medium for teachers and students in United States educational systems and the world at large. Technology transforms how, when, and where students can learn, as well as the trends and use of instructional tools by students and teachers in the teaching-learning process. Online learning has developed during the past two decades to support traditional face-to-face classroom instruction and provides an opportunity for students to “interact with faculty and peers about substantive matters” (National Survey of Student Engagement, 2007, p. 7). The increase in minority students within U.S. schools has created a rise in socio-cultural, personal histories, educational, religious, and language/linguistic differences within the virtual classroom, requiring online instructors who teach in these contexts to be prepared to meet students' diverse needs. Despite the increase in online instruction, many questions remain unanswered with regards to how one group of minorities, particularly, English learners, adjust to instructional processes and teacher presence in an online learning environment. This chapter addresses the role of teacher presence in multicultural and online education, potential challenges of online learning for English learners, and teacher presence in multicultural online education.

scholarly journals Principal Directions of Digital Transformation of Higher Education System in Sustainable Education

2020 ◽  
Vol 208 ◽  
pp. 09042
Author(s):  
Elvir Akhmetshin ◽  
Karine Barmuta ◽  
Vladimir Vasilev ◽  
Hilary Okagbue ◽  
Ogochukwu Ijezie
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Education System ◽  
Digital Economy ◽  
Digital Transformation ◽  
Educational Process ◽  
Innovative Technology ◽  
Higher Education System ◽  
Sustainable Education ◽  
Essential Components

From the perspective of a systematic integrated approach, the article formulates the main directions of digital transformation of higher education system in sustainable education in all its components, taking into account the requirements of the modern digital economy as the leading trend in the country’s innovative development model. The authors consider essential content of the digital economy as a vector of innovative trends focused on the training of specialists of a qualitatively different level, and present the results of the formation of the digital economy in the Personnel and Education direction in 2025. One of the essential components of the modern educational process is the electronic information and educational environment, which is considered as a system that includes innovative technology platforms as an indispensable element for the generation and processing of knowledge. The article explores the prospects for improving the Russian scientific and educational system based on innovative methods of education using neural network technologies, the need for a transition to online education with integrated systems of natural and artificial intelligence. The paper identifies obstacles that significantly hamper the sustainable development of online education, one of which is the lack of teachers of the new formation who can work in the digital environment. It also presents an analysis of the results of a comprehensive study to assess the readiness of higher education to the parameters of the digital economy, showing that most universities are at the initial stage of the informatization and automation processes, which proves the relevance of the materials presented.

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