The use of distance-learning technology in mathematics education doctoral programs

2001 ◽  
pp. 111-112
Author(s):  
Charles Lamb
Keyword(s):  
Distance Learning ◽  
Mathematics Education ◽  
Doctoral Programs ◽  
Learning Technology

Integration platform of information educational solutions as a component of distance learning technology in a higher educational institution (on the example of the North-Eastern State University)

2021 ◽  
Author(s):  
V. K. Kopchenko ◽  
T. A. Brachun
Keyword(s):  
Distance Learning ◽  
Educational Institution ◽  
Learning Technology ◽  
State University ◽  
Integration Platform ◽  
Eastern State ◽  
The North ◽  
North Eastern ◽  
Higher Educational

В статье рассматривается построение дистанционного обучения в высшем учебном заведении с помощью информационных образовательных технологий и решений. Рассмотрены действующие в ФГБОУ ВО «Северо-Восточный государственный университет» технологии организации дистанционного обучения, их интеграционные возможности. Продемонстрированы возможности интеграционной платформы «Цифродром», созданной в университете

scholarly journals Distance Learning for a Foreign Language in the Postmodern Age and its Forms

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Yurii STEZHKO ◽  
Nadiia GRYTSYK ◽  
Maryna MYKHAILIUK ◽  
Hanna TEKLIUK ◽  
Olha RUSAVSKA ◽  
...  
Keyword(s):  
Distance Learning ◽  
Information Content ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Educational Process ◽  
Smart Devices ◽  
Learning Technology ◽  
Office Work ◽  
Mobile Form ◽  
Mobile Learning Technology

The article is devoted to innovative postmodern requests for the liberalization of education. Postmodernism influenced education not only methodologically, but also by changing the very pedagogical culture of teaching. Now the relevance of the research topic is due to the problems of forming information content and methodological support for the introduction of distance learning technology in mobile form. The introduction of IT in education, the improvement of smart devices, the formation of an electronic information and educational environment have created the basis for such forms of education as mobile learning and blended learning. In both cases, the student situationally himself forms the educational process, turns from an object of training into its subject. The humanistic potential of mobile learning in the sense of ensuring equal access to education for people with different abilities is noted. The opinion is expressed about the importance of student motivation and IT competence of teachers to provide information content, intensify the introduction of e-learning and mobile-oriented learning technologies. It is argued that learning based only on mobile learning technology, using smart devices without classroom or office work, real communication with the teacher is not didactically self-sufficient, which would provide adequate language skills. Effectiveness in learning foreign languages is achieved by synergy of technologies distance mobile and traditional classroom or classroom training, real communication with the teacher.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

Features of postgraduate distance learning in «Orthodontics» specialty

2021 ◽  
Vol 41 (1) ◽  
pp. 29-32
Author(s):  
L. V. Smaglyuk ◽  
◽  
A. M. Belous ◽  
A. E. Karasyunok ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Cognitive Activity ◽  
Educational Process ◽  
Orthodontic Appliances ◽  
Teaching Methodology ◽  
Learning Technology ◽  
Traditional System ◽  
Advantages And Disadvantages

Distance learning is the process of acquiring knowledge, abilities, skills and methods of human cognitive activity, it occurs mainly through the indirect interaction of participants in the educational process distant from each other in a specialized environment, it functions on the basis of modern psychological, pedagogical and information and communication technologies. In today’s world, distance learning is a must. This was shown by the existing COVID-19 pandemic. The purpose of our work was to present teaching methods at the Department of Orthodontics of the Ukrainian Medical Dental Academy and to determine the advantages and disadvantages of distance education. To present theoretical and practically oriented content, organize independent work and control knowledge during quarantine, the possibilities of distance learning were used using the Google Classroom web service and using the ZOOM platform, Google-meet, which made it possible to use video, photographic materials, tables, control and diagnostic models, panoramic and other images, orthodontic appliances, orthodontic instruments. Distance learning technology is flexible than traditional. This is its advantage. It is aimed at those who study, creates a comfortable environment for the applicant for higher education to master the material 24 hours a day, 7 days a week. Distance learning allows you to move away from the traditional system of teaching educational material. However, this teaching methodology requires a high level of teacher training. The teacher must have modern pedagogical and information technologies and be psychologically ready to work with applicants for education in a new educational and cognitive environment. The distance form of education must correspond to the methods of teaching in higher medical school. So, the material and technical clinical base of the Department of Orthodontics of the UMCA allows you to provide high-quality online training. But the spread of COVID-19 leads to day-to-day changes in all spheres of life, including healthcare, and the education system.

Terms of Adaptive Organization of the Educational Process of Persons with Disabilities with the Use of Open and Distance Learning Technologies (Open and Distance Learning – ODL)

2017 ◽  
pp. 63-69 ◽  
Keyword(s):  
Distance Learning ◽  
Learning Technologies ◽  
High Rate ◽  
Necessary Condition ◽  
Modern World ◽  
Learning Technology ◽  
Electronic Learning ◽  
Technology And Learning ◽  
Open And Distance Learning ◽  
Distance Learning Technologies

Modern world is characterized by the high rate of life, work and learning. Higher education is becoming a necessary condition for competition in labor market, successful business, and financial sustainability. To comply with new requirements, modern education should be available, be based on the use of electronic learning models with application of innovation methods and technologies including open and distant education. ODL is a generic term which defines many other practices such as distance education, distance learning, open learning, e-learning, m-learning, virtual learning, online learning, educational technology and learning technology. The globe has been witnessing an age in which change is an important factor and ODL is not immune to these emerging changes. Therefore, ODL should embrace the fundamental changes to survive in a rapidly advancing world. In this regard, one of the best strategies to survive and compete is to understand the administration and leadership in ODL, and identify future planning accordingly.

Features of Doctoral Programs in America and Their Historical Roots

2020 ◽  
pp. 14-20
Keyword(s):  
Mathematics Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Recent History ◽  
Doctorate Degree ◽  
Common Features ◽  
History Of

This chapter continues to discuss developments in the history of doctoral program, including the initial Ph.D. degree in education and the move towards the new Educational Doctorate degree (Ed.D.). The chapter moves to more recent history of Ph.D. and Ed.D. programs in America and the consistent movement towards specialization. A renewed focus on standardization is illustrated by discussing some of the developments in the specialized field of mathematics education over the last 20 years. The chapter finishes by listing the basic components that are typical of most doctoral programs in education in America. These common features are the focus of the next several chapters.

TSG 6: Distance Learning in Mathematics Education

2006 ◽  
pp. 309-312
Author(s):  
David Crowe ◽  
Klaus-Dieter Graf ◽  
Seiji Moriya ◽  
Jerry Uhl ◽  
Ikuko Osawa ◽  
...  
Keyword(s):  
Distance Learning ◽  
Mathematics Education

A Case Study of Developing Suitable Mobile Learning Technology for a Distance Learning Masters Programme

2015 ◽  
pp. 1208-1232
Author(s):  
Tracey Dodman ◽  
Terese Bird ◽  
David Hopkins
Keyword(s):  
Distance Learning ◽  
International Development ◽  
Learning Experience ◽  
Professional Staff ◽  
Learning Technology ◽  
Learning Capacity ◽  
Internet Connection ◽  
Mobile Learning Technology ◽  
Apple Ipad

In 2012, following some development work, the Department of Criminology launched a new distance-learning course: the MSc Security, Conflict, and International Development (SCID). The target profile for students looking to enroll in this course were living or working in and around conflict regions; they may be forces personnel or professional staff stationed in areas of conflict or recent conflict. Therefore, reliable Internet connection (broadband or cellular) is often rare or intermittent. The course was designed to give learners a rich learning experience in such a way that their learning could remain largely uninterrupted when they experienced loss of Internet connection. Learners in this course were sent an Apple iPad as part of their course fees and given instructions to download a Course App comprising multimedia-rich learning resources. The programme enabled students to study and learn whilst on the move and provided an opportunity for study where otherwise it would have been very difficult, if not impossible for some. The authors believe they have widened participation and enhanced learning capacity through the innovative programme design. This programme is explored in this chapter.

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