Plato unmasks hidden limits of tele-education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Frank A. Chervenak ◽  
Amos Grünebaum ◽  
Laurence B. McCullough
Keyword(s):  
Distance Learning ◽  
Cost Savings ◽  
Critical Assessment ◽  
Learning And Teaching ◽  
Passive Learning ◽  
Salient Features ◽  
Straight Ahead

Abstract Plato’s powerful metaphor of the Cave, from Republic, further advances a critical assessment of the hidden limits of distance learning. In the Cave, individuals are restrained to see only straight ahead to the images projected from behind them onto the wall in front of them. As in the Cave, in tele-education the dynamism of learning is replaced by passive learning. Not only do learners become largely passive with respect to their teacher, but also to each other. These effects are masked from teacher and learner alike by the technical prowess of distance learning and teaching, a version of Plato’s Cave. Tele-education has at least three undeniably salient features: safety, convenience, and cost savings. Two and a half millennia after Plato gave us the concept of mimesis and the metaphor of the Cave, we can use these philosophical tools to unmask hidden limits of tele-education.

Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

2021 ◽  
Vol 48 (5) ◽  
pp. 486-497
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Distance Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Research Subject ◽  
Learning Tools ◽  
Learning And Teaching ◽  
The Past ◽  
E Learning ◽  
Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

Technology usage for teaching and learning law in open and distance learning: a Sri Lankan perspective

2020 ◽  
Vol 15 (1) ◽  
pp. 69-81
Author(s):  
Janaka Selvaras
Keyword(s):  
Distance Learning ◽  
Sri Lanka ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Technology Usage ◽  
Content Type ◽  
Learning And Teaching ◽  
Online Social Media ◽  
Open And Distance Learning ◽  
Learning Law

PurposeThe Open University of Sri Lanka (OUSL) is the only institution to deliver legal education through Open and Distance Learning (ODL) in Sri Lanka. This study aims to analyze technology usage in learning and teaching law in the ODL under OUSL to evaluate the accessibility and also challenges.Design/methodology/approachA combination of qualitative and quantitative methodologies has been used for the study. This includes both interviews with teachers and surveying among students on the usage of technology in learning and teaching law at OUSL. Since the LL.B Degree Programme of OUSL delivered at six regional centres in Sri Lanka, this study also includes the comparative analysis of technology usage in teaching and learning at selected regional centres.FindingsThe findings indicate that the majority of students have access to technology through mobile phones and are aware of blended learning. Even though they prefer to integrate blended learning with learning law, they do not prefer learning entirely online. Social media and mobile applications are the most preferred modes of blended learning by students. It is also acknowledged that the internal staff has knowledge and access to the use of technology in teaching law while the external staff faces challenges and is in need of adequate training.Originality/valueThe original contribution of this article provides insightful guidelines not only to the OUSL of Sri Lanka but also to the institutions offering similar disciplines through ODL to understand lecturers, learners in the future integration of technology.

The need for a transition to a distance learning format: research results

2020 ◽  
pp. 194-209
Author(s):  
Marina V. Polevaya ◽  
Elena V. Kamneva ◽  
Sergey A. Polevoy ◽  
Margarita M. Simonova ◽  
Svetlana M. Buyanova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teachers And Students ◽  
Training Format

Relevance. The article discusses the problems of the transition of universities to a distance learning format. The transfer of universities to a remote format due to the spread of the COVID-19 virus allowed students to continue to receive training, which varied significantly due to technologies, the choice of which was determined by the current capabilities of educational institutions. The article analyzes the result of a study of the attitude and assessment of teachers and students organizing and conducting training outside the educational institution with the use of distance technologies. The purpose of the study is to identify the features of teaching and learning in a distance format in higher education during the spread of a new coronavirus infection. The objectives of the study are to identify factors that have influenced the quality of the implementation of educational programs in full in the electronic information and educational environment. The results of the study. A serious influence of the distance learning format on the quality of the teacher-student interaction was revealed (it has significantly decreased), which is undoubtedly one of the factors that reduce studentsʼ motivation to learn. For many respondents, distance learning and teaching was the first experience of a distance learning format, and therefore the attitude towards it is rather complicated. A significant scatter in the format of the classes, their completeness and content within the framework of distance learning, the low proportion of the teaching staff prepared for its implementation, and the generally low level of technical, methodological and legal support show that the majority of Russian universities are not ready to introduce distance learning. The transition to an online training format caused the majority of respondents discomfort and negative emotional experiences.

scholarly journals PELATIHAN PEMBUATAN BAHAN AJAR UNTUK PEMBELAJARAN DARING MENGGUNAKAN APLIKASI VIDEO EDITING BAGI GURU DAN CALON GURU

2021 ◽  
Vol 1 (2) ◽  
pp. 190-194
Author(s):  
Munawaroh Munawaroh ◽  
Widya Parimita ◽  
Ryna Parlyna ◽  
Santi Susanti ◽  
Ati Sumiati ◽  
...  
Keyword(s):  
Distance Learning ◽  
Community Service ◽  
Prospective Teachers ◽  
Video Editing ◽  
Teaching Materials ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
The Future ◽  
Service Activities ◽  
The Times

The training is part of the community service activities of the lecturers of the Faculty of Economics, Universitas Negeri Jakarta. This Workshop is to educate and train teachers or prospective teachers to make teaching materials that are certainly interesting for students. Given the current COVID-19 pandemic, where everyone is encouraged to work or distance learning, all teachers must also teach students remotely. In addition, this training is also to prepare teachers to continue to adapt to the times because it is possible that learning and teaching activities will be carried out online and offline in the future.

scholarly journals Agility in Teacher Training: Distance Learning During the Covid-19 Pandemic

2020 ◽  
Vol 13 (12) ◽  
pp. 11
Author(s):  
Yonit Nissim ◽  
Eitan Simon
Keyword(s):  
Distance Learning ◽  
Teacher Training ◽  
Teaching And Learning ◽  
College Of Education ◽  
Distance Teaching ◽  
Learning And Teaching ◽  
The World ◽  
The Government ◽  
The Moment ◽  
Survey Responses

The outbreak of the Covid-19 pandemic forced the world to respond in new and unconventional ways. Quick thinking and unusual flexibility were required whilst operating under conditions of uncertainty and fear. This article deals with agility in the implementation of distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020. Within 48 hours from the moment that Israel’s government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization, executed with maximum flexibility, did not benefit from proper planning and was far perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning under emergency conditions. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students’ attitudes toward the implementation of this strategy.

scholarly journals The determinism of the information society and the educational system: Enhancing academic attainments within distance learning

2021 ◽  
Vol 11 (2) ◽  
pp. 102-121
Author(s):  
Oksana Nikolaevna Kolomytseva ◽  
◽  
Artem Mikhailovich Stativka ◽  
Ding Shuqin ◽  
Valentina Ivanovna Stativka ◽  
...  
Keyword(s):  
Distance Learning ◽  
Information Society ◽  
Information Technologies ◽  
Digital Technologies ◽  
Virtual Learning Environment ◽  
Learning And Teaching ◽  
Ict Competence ◽  
The One ◽  
The Individual ◽  
High Level

Introduction. The article discusses ambiguous attitudes of information society citizens to the use of digital technologies in education. The aim of the research is to reveal and describe the deterministic nature of society and education, to explain the reasons for the ambiguous attitudes towards the use of digital technologies in education, and to analyze and summarize their advantages and capabilities to improve academic outcomes in the context of distance learning. Materials and Methods. By adopting personality-centered, activity-based and environmental approaches, the study considers the individual as a subject of learning and teaching, who can freely choose modes and means of learning, as well as communicative strategies within learning environments. Research methods include analysis of scholarly literature, synthesis of findings, and generalization. Empirical data were collected via a questionnaire and analyzed using statistical data processing methods. The sample consisted of students and teachers. Results. The literature review has been used to characterize and describe the information society in order to reveal its contradictory nature and multi-vector impact on the individual in the educational environment. Changes in the psycho-biological mechanisms of learners belonging to Generation Z are outlined and summarized. The authors emphasize the need for adjusting teaching methods to the peculiarities of modern learners. The study indicates that learners’ attitudes towards digital technologies are determined by their ICT competence. The recommendations on the improvement of instruction in a virtual learning environment are presented. Conclusions. The information society has predetermined the inevitability of the introduction and use of information technologies in the education, which , on the one hand, increases learners’ educational and research capabilities, and, on the other hand, requires a high level of ICT competence as well as major expenditures on such changes. The identified contradictions have led to restrained attitudes to distance (online) learning.

Problems and prospects of distance learning for postgraduate education of doctors

2020 ◽  
Vol 40 (4) ◽  
pp. 5-10
Author(s):  
О. I. Оsokina ◽  
◽  
А. V. Kabantseva ◽  
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Information Technologies ◽  
Educational Institution ◽  
Postgraduate Education ◽  
Educational Process ◽  
Medical Psychology ◽  
Learning And Teaching ◽  
National Medical ◽  
Distance Work

The article is devoted to the problems of continuous professional education of doctors within distance learning. The effectiveness of continuous professional development of specialists in the field of health care, the use of information technologies in the educational process, the introduction of web technologies in distance learning, as well as the factors of efficiency and productivity of distance education have been investigated. The own results of distance learning introduction on the basis of Donetsk national medical university for the doctors who have received special training with a cycle “Medical psychology» during a global quarantine have been presented. Four main categories of problems faced by students and teachers within the distance work have been identified. The ways of solving the established problems have been outlined and the steps of effective organization of distance learning and feedback of students from the cycle “Medical Psychology” have been given. These outlined problems are divided into organizational, competence, learning and teaching, personal — characterological. The solution of the outlined problems can be divided into levels: organizational problems are solved at the level of the educational institution; competence — the level of the educational institution and faculty; educational and methodical — within the profile department or departments; personal-characterological — within the system of interaction “teacher-listener”. Competently organized distance learning improves the educational process, improves the quality and control of acquired knowledge and forms effective feedback.

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