Analysis of Quality Supervision of Distance Learning in Typical Developed Countries

2021 ◽  
Author(s):  
Fei HOU ◽  
Jie GENG ◽  
Lili CAO
Keyword(s):  
Distance Learning ◽  
Developed Countries

scholarly journals Online-Based Learning Problematics Between Needs, Readiness And Implications On The Purity Of Learning Outcomes

2020 ◽  
Vol 1 (3) ◽  
pp. 103-109
Author(s):  
Eddy Saputra
Keyword(s):  
Distance Learning ◽  
Learning Outcomes ◽  
Developed Countries ◽  
Electronic Media ◽  
Great Distance ◽  
The Other ◽  
The Internet ◽  
Learning Needs ◽  
Learning Methods ◽  
Technological Infrastructure

ABSTRACT Online-based learning has been long echoed, online-based learning methods also have been implemented in several developed countries. In Indonesia it's self this method was already known as PJJ (distance learning). Does online based learning a necessity for students and teachers, while students and parents do not fully understand technology. then how the readiness technological infrastructure which includes the internet network, smartphones and laptops to support this learning, from the school and students. With the great distance between students and teachers, could online-based learning methods produce purity of learning outcomes. This paper will use qualitative methods, where data will be generated through observation, interviews and information from print and electronic media. The purpose of this paper is to map the problem of online base learning. at least, where one side of this method must be applied because of the pandemic period, on the other hand this method will not run optimally when conditions are normal. Keywords: online based learning, needs, purity of learning outcomes

Transnational Distance Learning

2012 ◽  
pp. 68-85
Author(s):  
Awnesh Singh ◽  
Glen Cochrane ◽  
Zeynep Uyar ◽  
Chetan More ◽  
Joseph Scarcella ◽  
...  
Keyword(s):  
United States ◽  
Distance Learning ◽  
Cross Section ◽  
Educational Experiences ◽  
Developed Countries ◽  
The United States ◽  
Transnational Education ◽  
Student Needs ◽  
Global View ◽  
The World

This chapter describes the online educational experiences of students in both emerging and developed countries around the world. The authors are from France, Japan, India, Cyprus, Canada, the United States, and Fiji. This cross-section was chosen to present a global view of student needs for transnational education. The chapter presents personal vignettes of the online educational experiences, as well as the authors’ views of student needs in the future. The authors also describe how they used technology to coordinate writing this chapter from six countries around the world.

INFORMATION EDUCATIONAL TECHNOLOGIES AND INNOVATIONS IN THE DEVELOPMENT OF THE PEDAGOGICAL EDUCATIONAL PROCESS

2021 ◽  
Vol 4 (5) ◽  
pp. 4-10
Author(s):  
Yarash Kh. Gaffarov ◽  
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Developed Countries ◽  
Educational Process ◽  
Educational Technologies ◽  
Learning Technology ◽  
Existing Problems ◽  
Educational Processes ◽  
Modern Learning

The article presents information about the informatization of education and the technology of pedagogical educational processes, as well as about new innovations that play an important role in improving the effectiveness of student learning.The existing problems in the development and implementation of educational technologies are analyzed, scientific conclusions are made about the use of distance learning in the classroom as a modern learning technology andthe effectiveness of the use of information technologies. It also shows the characteristics of the existing achievements in the field of education in developed countries related to informatization

METHODS OF STUDYING STRUCTURE AND FUNCTIONS OF LIVING ORGANISMS AND USING THEM IN BIOLOGY CLASSES

2020 ◽  
pp. 42-49
Author(s):  
A.N. Krykbayeva
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
Developed Countries ◽  
Learning Technologies ◽  
Teachers And Students ◽  
Distance Learning Technologies ◽  
Living Organisms ◽  
Structure And Functions

Knowledge and use of advanced techniques in biology lessons is very effective. By combining updated and analyzed technologies for conducting various lessons, you can achieve better results in learning the material. In the course of research, it has been proven that it helps students easily master the curriculum and shows good results in the process of learning in biology lessons. To do this, it is necessary to apply effective methods used in other developed countries, since today the priority in the classroom belongs to the student, not the teacher. Also, modern teaching methods, such as: communicative, project-based, intensive, activity-based, distance learning technologies are very effective and in the process of use allow you to quickly learn the lesson material, which is important for both teachers and students.

scholarly journals Exposing policy gaps: the experience of Kazakhstan in implementing distance learning during the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Baurzhan Bokayev ◽  
Zulfiya Torebekova ◽  
Marta Abdykalikova ◽  
Zhuldyz Davletbayeva
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Effective Interaction ◽  
Developed Countries ◽  
Educational Process ◽  
Economic Life ◽  
Content Type ◽  
Online Distance Learning ◽  
The Government ◽  
Online Distance

Purpose The purpose of this study is analysing the experince of Kazakhstan in implementing distance/online learning during pandemic. The COVID-19 pandemic has affected all areas of social and economic life, including education. More than 1.3 billion students worldwide have switched to online/distance learning. In Kazakhstan, more than 6 million active participants in the educational process are navigating this online migration. There is significant criticism of the process among the general population, demanding scholarly investigations into the government’s actions. Design/methodology/approach This paper examines the re-organization of education in Kazakhstan during the COVID-19 pandemic. Methods to uncover this included an express survey of 31,300 households, in interviews with 65 parents, 15 children, 9 school/college/university administration and teachers and 15 representatives of the Government of Kazakhstan, and in analyses of statistical and regulatory documents. Findings This study finds that the government of Kazakhstan has faced significant issues in the transition to distance/online learning due to weak internet infrastructure and a lack of effective interaction with all stakeholders, as well as biased statistical and analytical information. Originality/value The pandemic has functioned as a test of government readiness for crisis and has exposed several fault lines where official development policy has been ineffective. While the “gap” between policy and outcome is often attributed to failures in local implementation, the unique factors at play here – an interested citizenry and committed teachers – show that considerably more work has to be put into bringing “best practices” from developed countries to developing ones.

scholarly journals Perception of distance learning in Bangladeshi tertiary education: prospects and obstacles in the Covid-19 era

2021 ◽  
Vol 1 (3) ◽  
pp. 197-207
Author(s):  
Md. Rahat Khan ◽  
◽  
S. M. Sabbih Hossain ◽  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Tertiary Education ◽  
Developed Countries ◽  
University Education ◽  
Least Developed Countries ◽  
Learning Platform ◽  
Observation Methods ◽  
University Course ◽  
The University

Purpose: The key purpose of the study is to understand the university students' perception of a sudden distance learning platform from Bangladesh (a least developed countries' perspective). Research methodology: This particular study has employed a qualitative research method with the support of interview and observation methods. The study has selected 20 University students as a sample size based on purposive sampling. Results: The findings provide a vivid outline of the current situation of the universities- that the students have- over the influence of distance learning on education, technology, their university, course instructors, and themselves. Limitations: The data was qualitative in nature and the study only interviewed the university students but not the other stakeholders of that system; in addition, the study did not triangulate the data with more quantitative data. Contribution: The study makes an important contribution to the literature on the least developed countries' university education, which will benefit Higher Education institutions that are also struggling with the prospects and obstacles of distance learning during and in the post-Covid-19 crisis.

scholarly journals Socio-psychological factors of students` satisfaction in the context of digitalization of education during the COVID-19 pandemic and self-isolation

2020 ◽  
Vol 3 (2) ◽  
pp. 46-54 ◽  
Author(s):  
I. E. Sokolovskaya
Keyword(s):  
Distance Learning ◽  
Psychological Factors ◽  
Rapid Development ◽  
Empirical Studies ◽  
Modern Society ◽  
Well Being ◽  
Developed Countries ◽  
Teaching Methodology ◽  
Subjective Well Being ◽  
Current Period

As you know, digitalization of many aspects of modern society became relevant in the XX1 century for most developed countries. This process is also typical for the Russian Federation, and it has received a special acceleration during the current period of the COVID-19 pandemic. The Rapid development of digitalization is now taking place in the field of education, where distance learning is becoming one of the Central forms. This impetuosity has created a number of problems, both organizational and psychological, since the real reality has not yet been fully prepared for radical changes in both the teaching methodology and the methods of obtaining knowledge by the student audience. Accordingly, this transformation of such an important social sphere as education requires the efforts of representatives of many scientific disciplines, including philosophers, sociologists, cultural scientists, and psychologists. The latter, in addition to theoretical justifications, conduct a number of empirical studies on the psychological adaptability of young people studying to new conditions. One of them is the proposed study, which is based on the assumption that the level of satisfaction with work in the distance format of students during the period of self-isolation depends a lot on the degree of their subjective well-being. The socio-psychological factors that characterize the subjective well-being of students in this situation include: skills for distance learning, satisfaction with the results of this form of education, maintaining relationship with classmates, and the effectiveness of remote interaction with teachers. The empirical part of the study involved 100 students of student age. It has been revealed that the educational environment with a low level of quality (lack of electronic equipment on self-isolation, necessary for providing distance learning) and uncoordinated contacts with teachers and classmates, can negatively affect some components of satisfaction with distance education of students.

scholarly journals Using different approaches to organizing distance learning during the COVID-19 pandemic: opportunities and disadvantages

2021 ◽  
Vol 5 (S1) ◽  
pp. 587-595
Author(s):  
Evgeniy Aleksandrovich Danchikov ◽  
Natalia Alekseevna Prodanova ◽  
Yulia Nikolaevna Kovalenko ◽  
Tatiana Grigorievna Bondarenko
Keyword(s):  
Social Networks ◽  
Online Learning ◽  
Distance Learning ◽  
Developed Countries ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
The World ◽  
Higher Educational

In recent years, distance learning has become widespread in both secondary and higher educational institutions around the world. However, the pace of the spread of remote technologies has significantly increased with the introduction of physical distancing and quarantine against the background of the development of the COVID-19 pandemic, since most educational institutions in various countries of the world were closed to hold the spread of the virus. Many educational institutions were not fully ready for the mass introduction of distance learning, and if in developed countries schools and universities had the opportunity to use developments in the educational process of various programs and technologies for conducting online learning, then in countries and regions where there were serious problems with the implementation of distance learning, attempts were made to use the possibilities of social networks and messengers for organizing the educational process. However, since these resources were not fully intended for the implementation of full-fledged pedagogical activities, their use in the educational process, along with the advantages, had several disadvantages. 

scholarly journals Mengapa Pendidikan Terbuka Dan Jarak Jauh (PTJJ)?

2013 ◽  
pp. 109-122
Author(s):  
Rahmi Rivalina Rahmi Rivalina
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Formal Education ◽  
Developed Countries ◽  
Independent Study ◽  
Learning Program ◽  
Education Services ◽  
Open And Distance Learning ◽  
Distance Learning Program ◽  
Schooling System

Abstrak: Untuk dapat memenuhi tuntutan kebutuhan masyarakat akan layanan pendidikan, berbagai upaya telah dilakukan seperti: optimalisasi layanan pendidikan oleh berbagai lembaga pendidikan yang ada melalui penyelenggaraan pendidikan pada pagi dan siang hari (double shift), penyelenggaraan Paket A, Paket B, dan Paket C, penyelenggaraan ujian persamaan setingkat Sekolah Dasar (SD), Sekolah Menengah Pertama (SMP), dan Sekolah Menengah Atas (SMA), dan penyelenggaraan pendidikan terbuka dan jarak jauh (PTJJ). Dari berbagai upaya pemenuhan tuntutan kebutuhan masyarakat akan layanan pendidikan, maka topik yang akan dibahas di dalam tulisan ini adalah khusus mengenai pendidikan terbuka dan jarak jauh. Pertimbangannya adalah karena model pendidikan terbuka dan jarak jauh ini (1) belum banyak diketahui masyarakat luas, belum dipahami secara benar, atau masih “dipandang sebelah mata” oleh sebagian masyarakat, dan (2) sangat lentur (fleksibel) dalam kegiatan pembelajarannya. Pendidikan terbuka dan jarak jauh tidak hanya dibutuhkan oleh masyarakat di negara-negara maju tetapi juga di negara-negara berkembang. Oleh karena itu, cakupan materi yang akan dibahas di dalam tulisan ini adalah mengenai konsep pendidikan terbuka dan jarak jauh, komponen dan karakteristik, rasional penyelenggaraan dan profil peserta didik, dan berbagai bentuk/model penerapan pendidikan terbuka dan jarak jauh di berbagai negara termasuk Indonesia. Tujuan penulis melalui tulisan ini adalah untuk berbagi pengetahuan dan pengalaman dalam rangka pengembangan pemahaman yang sama mengenai peranan pendidikan terbuka dan jarak jauh yang berfungsi saling melengkapi dengan pendidikan reguler/konvensional. Kata kunci: pendidikan formal (persekolahan), pendidikan terbuka dan jarak jauh, belajar mandiri, pendidikan yang fleksibel (luwes)Abstract: In fulfilling the community needs for education services, various programs have been implemented, such as: optimalization of various educational institutions in offering education services by implementing a double-shift schooling system, conducting Package A, Package B, and Package C Equivalent Programs, executing Primary and Secondary Equivalence Examinations, and managing the open and distance learning program. In accordance with the above programs, the proposed issue to discuss in this writing is particulaly limited on the rationale or reasoning for conducting open and distance education program. Among some reasonings for implementing the open and distance learning mode are (1) the potentials of distance learning mode isn’t widely known, (2) the distance learning mode isn’t properly comprehended, or the distance learning mode is not fully acknowledged by some of the communities, and (2) the flexibility of conducting learning activities in the distance learning mode. Not only the community in the developed countries but also in the developing countries need the distance learning services. Therefore, this writing discusses the definition, components and characteristics of open and distance education, rationale of implementing and students profile, and various open and distance education models implemented in some countries including Indonesia. The aim of writing this article is to share knowledge and experiences for developing mutual understanding about the role of open and distance education, and its functions as a mutual complementary with the regular or conventional school system. Keywords: Formal education (schooling system), open and distance education, independent study, flexible education.

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