scholarly journals Analysis of the use of digital technologies in the activities of educational organizations in the conditions of distance learning (from the experience of France)

2021 ◽  
Vol 101 ◽  
pp. 03011
Author(s):  
Vasilina Anatolevna Kastornova ◽  
Natalia Viktorovna Gerova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Digital Technologies ◽  
Educational Resources ◽  
Organizational Forms ◽  
Learning Technology ◽  
Educational Organizations ◽  
Work Space ◽  
Digital Work

The article deals with the issues of setting up and developing distance learning technology in France on the example of the National Center for Distance Education (CNED). The organizational forms of its implementation are given, the role of digital educational resources and digital work space in realization of distance learning is shown.

Problems of mass distance learning in a pandemic

2021 ◽  
pp. 4-11
Author(s):  
S. A. Christochevsky
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Work Experience ◽  
Educational Resources ◽  
Learning Problems ◽  
Educational Organizations ◽  
Russian Government ◽  
Online Platforms ◽  
Parents And Children ◽  
Learning Conditions

In 2020, the coronavirus pandemic affected the whole world, including Russia. The Russian government had to introduce emergency measures to combat the pandemic, including the transfer to distance learning of schoolchildren and students. In the context of a pandemic, it became necessary to urgently consider issues and problems of distance learning in educational organizations, primarily in secondary education organizations. Previously, none of the concepts of informatization of education even considered the massive transition to distance learning for schoolchildren and students.The article examines the readiness of educational organizations, parents and children for the massive use of distance learning, analyzes the problems that arise in the implementation of this form of education, including: the problem of choosing software and platforms for distance learning; problems associated with underdeveloped infrastructure; problems of the availability of electronic educational resources corresponding to the new learning conditions; problems of lack of online work experience for both teachers and schoolchildren; as well as other issues related to distance learning.The need is noted: switching the attention of researchers and developers of software and online platforms to research in the field of mass transition to distance learning at all age levels; the development of new distance online platforms and the processing of many electronic educational resources for new platforms; linking multimedia educational content to exemplary basic educational programs of primary, basic and secondary general education.

Interaction in Distance Education

2018 ◽  
pp. 222-248 ◽  
Author(s):  
Evrim Genc Kumtepe ◽  
Nazife Sen Ersoy
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Cross Cultural ◽  
Transactional Distance ◽  
Interaction Interaction ◽  
Different Dimensions ◽  
Cultural Comparisons ◽  
The Cross ◽  
Instructional Dialogue

Education is a product of the objects and actors in the process of interaction. Interaction is, therefore, an important factor that affects the quality and sustainability of education. For this reason, this section will focus on interaction and its theories and approaches which are a popular and versatile concept in distance education. In the first part of the chapter, the concept of interaction will be discussed with different dimensions and components. Interaction in the following section will be examined within the framework of Moore's Theory of Transactional Distance, Anderson's Interaction Equivalency Theorem, and Gorsky and Caspi's Theory of Instructional Dialogue. At the end of the chapter, the nature of the interaction in distance learning will be discussed in the context of the studies on instructional dialogue and the cross-cultural comparisons will be addressed to the issue of the role of interaction in distance settings.

Marketing Library Services to Distance Learners

2011 ◽  
pp. 1391-1398
Author(s):  
Allyson Washburn ◽  
Terri Pedersen Summey
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Academic Skills ◽  
Distance Learners ◽  
Library Services ◽  
Education Programs ◽  
Post Secondary ◽  
Research Libraries

“The ACRL Guidelines for Distance Learning Library Services (2000) assert ‘access to adequate library services and resources is essential for the attainment of superior academic skills in post-secondary education, regardless of where students, faculty, and programs are located’ ” (Nicholas and Tomeo, 2005). Additionally, the guidelines include responsibility for promotion of library services to both students and faculty in distance education programs (Association of College and Research Libraries, Distance Learning Section, 2004, p.4). As the number of distance education programs and courses grows, and as methods of delivery evolve, distance education librarians have pro-actively assumed the role of providing equitable services and resources to all distance students using the Guidelines as a framework. However, providing the services and resources accomplishes nothing if faculty and students are not aware of them. Effective marketing efforts are needed to maximize the awareness and use of library services and resources.

scholarly journals Aplicabilidade das metodologias ativas no ensino em saúde à distância: uma revisão integrativa

2020 ◽  
Vol 21 (2) ◽  
pp. 80-89
Author(s):  
Luciano Ricardo Sfredo ◽  
Marina Deina ◽  
Carolina Reinert ◽  
Ingridy de Souza Digner ◽  
Lucas Zantut
Keyword(s):  
Distance Education ◽  
Health Education ◽  
Digital Technologies ◽  
Historical Evolution ◽  
Teaching Methodologies ◽  
Research Platform ◽  
Information And Communication ◽  
Learning Platforms ◽  
Current Setting

This study aims to analyze, through an integrative review, the applicability of methodologies in a context of distance education. The search for articles was carried out on the Google Scholar research platform, using the descriptors Distance Education, Problem-Based Learning, and Health Education. At the end, 12 articles were selected, whose analysis allowed the identification of three categories that address the historical evolution of teaching methodologies, tools, and their applicability to the current Brazilian context, and main difficulties. The study of the literature confirmed the increasingly important role of the insertion of technological resources in health education, and allowed the identification of resources having greater practicality and feasibility of application in the current setting in Brazil. Among the Digital Technologies of Information and Communication allowing the use of methodologies as a way of teaching, the use of digital narratives in the learning process and virtual learning platforms stands out.

scholarly journals GREEK UNIVERSITY STUDENTS’ ATTITUDES ABOUT DISTANCE EDUCATION DUE TO EMERGENCY CIRCUMSTANCES

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Vasiliki Karavida ◽  
Athina Charissi ◽  
Eleni Tympa
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Statistical Analysis ◽  
Online Teaching ◽  
Early Years ◽  
Distance Education Program ◽  
Perceptions And Attitudes ◽  
Students Attitudes ◽  
Descriptive Statistical Analysis

Emergencies like Covid-19 brought distance education to the fore, as countries were forced to close the campuses and initiate online teaching. Many universities in the country supported a distance education program aimed at students who had experienced an unprecedented experience. Thus, 155 students from the Greek department of Early Years Learning & Care participated in the present study, which aimed to investigate the factors that influence learners’ perceptions and attitudes during distance learning. The survey was conducted through online distribution of questionnaires and investigated hypotheses about obstacles and changes in students’ perceptions of distance learning. The results of the descriptive statistical analysis showed that the role of the educator in this process, combined with the technical support of the courses, is extremely important. Also, educators’ presence is related to students’ anxiety. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

scholarly journals INNOVATIVE DISTANCE LEARNING TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES TO STUDENTS OF NON-LINGUISTIC UNIVERSITIES

InterConf ◽  
2021 ◽  
pp. 76-82
Author(s):  
Svitlana Nykyporets ◽  
Nataliia Hadaichuk ◽  
Nadiia Herasymenko
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Foreign Languages ◽  
Distance Learning Technologies ◽  
Distance Courses ◽  
Independent Work

The article deals with innovative distance learning technologies for teaching foreign languages to students. The principle of distance education is described. The new role of the teacher is justified. It is considered a decrease in the number of classroom hours and an increase in hours devoted to students’ independent work. The aims of pure distance courses and elective learning courses are shown. The gaining popularity of distance learning of foreign languages is approved.

The Role of Learning Objects in Distance Learning

2011 ◽  
pp. 1808-1813
Author(s):  
Robin H. Kay
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Personal Control ◽  
Learning Objects ◽  
Technology Skills ◽  
Constructive Learning ◽  
Time Required ◽  
Support Students ◽  
Multiple Obstacles

In the past 10 years, a considerable amount of money and effort has been directed toward distance education, with growth estimated as high as 30%-40% annually (Harper, Chen, & Yen, 2004; Hurst, 2001; Newman, 2003). The popularity of distance learning appears to be founded on personal control over instruction (Burgess & Russell, 2003, Pierrakeas, 2003), the variety of multimedia formats available to students (Hayes & Jamrozik, 2001), and customized support (Harper et al., 2004). However, the success of distance education is anything but a foregone conclusion. Multiple obstacles have impeded acceptance including reluctance to use technology (Harper et al., 2004), time required to develop course resources (Harper et al., 2004; Hayes & Jamrozik, 2001) and to support students (Levine & Sun, 2002), lack of technology skills (Berge & Smith, 2000), and cost (Burgess & Russell, 2003; Levine & Sun, 2002). In addition the promise of interactivity and constructive learning in distance learning has not been realized. Most distance learning offerings resemble traditional classroom courses (Coates & Humpeys, 2003; Levine & Sun, 2002, Navaro, 2000). When interaction does take place, it is usually in the form of online discussion, however, a number of studies have reported that true social interaction leading to cognitive development is rare (e.g., Berge and Muilenburg, 2000; Bisenbach-Lucas, 2003; Garrison, Anderson, and Archer, 2001; Hara, Bonk and Angeli, 1998; Meyer, 2003; Wickstrom, 2003).

Preparing Faculty for Distance Learning Teaching

2011 ◽  
pp. 1660-1664
Author(s):  
Mohamed Ally
Keyword(s):  
Distance Learning ◽  
Communication Technology ◽  
Learning Technology ◽  
Distance Teaching ◽  
Educational Organizations ◽  
Dual Mode ◽  
Learning Methods ◽  
Face To Face ◽  
Distance Delivery

Due to the recent development of delivery and communication technology and the success of distance learning, educational organizations are starting to use distance teaching to reach students so that they can learn anytime and from anywhere (Daniel, 1997). At the same time, businesses and organizations are increasingly using distance learning technology to bring the training to employees rather than send the employees for training. As a result, faculty and trainers are required to make the transition from classroom face-to-face teaching to distance teaching. One of the drawbacks in making the transition to distance delivery is faculty and trainers may not be prepared to function in the new role which is a major challenge for administrators (Agee, Holisky & Muir, 2003). Also, distance teaching is seen as an add-on for faculty in dual mode institutions (Wolcott, 2003), and resources are not available to prepare staff to work in the distance learning setting. At the same time, the commitment to distance learning from senior officials tend not to be as strong when compared to traditional delivery especially in dual mode institutions where there are both face-to-face delivery and distance delivery, and faculty have to teach both classroom delivery and distance delivery (Betts, 1998; Hislop & Atwood, 2000). Hence, it is important that administrators support distance delivery for it to be successful. According to Betts (1998), administrators who show interest in distance learning and who have experience in distance learning will influence faculty to use distance learning methods.

The Role of Distance Education in Global Education

2018 ◽  
pp. 6412-6422
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Global Education ◽  
Educational Performance ◽  
Traditional Schools ◽  
Sustainable Competitive Advantage ◽  
Traditional Classrooms ◽  
School Based

This article indicates the overview of distance education and the importance of distance education in global education. Distance learning becomes an alternative to traditional classrooms. Students can benefit from the flexibility that comes with distance learning, and for students who do not have the time or money to attend the traditional schools, distance learning can provide a path to higher education. Distance learning can increase the opportunities for students across the globe, ensuring that students do not have to choose a school based on its location. Distance-based learning offers more flexibility to students in terms of how and when they take classes. The article argues that facilitating distance education has the potential to improve educational performance and gain sustainable competitive advantage in global education.

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