scholarly journals E-learning w nauczaniu medycznego języka angielskiego

2021 ◽  
Vol XXV (1) ◽  
pp. 133-152
Author(s):  
Anna Bączkowska
Keyword(s):  
Distance Education ◽  
Present Article ◽  
Theoretical Framework ◽  
Online Course ◽  
Vast Number ◽  
Medical English ◽  
E Learning ◽  
Nicolaus Copernicus ◽  
Summer Semester

The aim of the present article is to describe the methods and forms of e-learning implemented to classes of medical English to Polish students in the summer semester in 2020 at Nicolaus Copernicus University (NCU) in Torun. The theoretical framework of the proposed e-learning was based on the assumptions voiced by constructivism. The article also discusses the results of two anonymous surveys concerning classes of medical English, which were administered among students of Collegium Medicum NCU. The first survey was administered after one week of e-learning (in March) and the second one after the last class of e-learning (in June). Over one hundred respondents took part in each survey. A number of apps were used in the distance education described in the article, inter alia: MS Teams, MS Forms, Fiszkoteka, Kahoot, LearnClick, OBS Studio, YouTube, etc. The results of the surveys demonstrate that a vast number of students who took part in the online course of medical English were satisfied with this form of learning, which they found effective, motivating and attractive.

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

Credibility Trap: Japan today and China tomorrow

2006 ◽  
Vol 25 (1) ◽  
pp. 31-50
Author(s):  
Kensei Hiwaki ◽  
Junie Tong
Keyword(s):  
Human Development ◽  
Present Article ◽  
Socioeconomic Development ◽  
Sufficient Conditions ◽  
Theoretical Framework ◽  
Normative Framework ◽  
Specific Culture ◽  
Prevention And Cure ◽  
Necessary And Sufficient

This article provides a theoretical framework for a long-term socioeconomic lethargy (Credibility Trap) that results from the liquidation of holistic society-specific culture. As for example, it deals with the cases of Japan today and China tomorrow, elaborating on the slight of their respective society-specific cultures in a century-long process of “modernization”. The present theoretical framework primarily consists of three pivotal concepts, viz., Credibility Trap, society-specific cultures (Cultures) and market fundamentalism (Market), which facilitates a clear, concise and effective argument that the liquidation of their respective holistic Cultures may intimately relate to their actual and potential socioeconomic lethargy. Also, the present article concentrates on the elaboration of some promising avenues for prevention and cure of Credibility Trap. Such avenues comprise the necessary and sufficient conditions for a balanced socioeconomic development; a theoretical framework for a perpetual “virtuous” circle among cultural enrichment, comprehensive human development and balanced socioeconomic development; and a normative framework of multi-faceted value enhancement for vitality augmentation and cultural enrichment within a society.

Critical Elements of an Internet Based Asynchronous Distance Education Course

1998 ◽  
Vol 26 (4) ◽  
pp. 383-388 ◽  
Author(s):  
Margaret D. Anderson
Keyword(s):  
Distance Education ◽  
Present Article ◽  
Critical Elements ◽  
Asynchronous Courses ◽  
Course Format ◽  
Asynchronous Distance Education

Asynchronous distance education options are rapidly becoming attractive to a number of audiences for a variety of reasons. Unlike synchronous models, asynchronous courses do not require extensive technological or facilities support, they do not require laborious scheduling formulas or restrictive time commitments. They offer students freedom in choosing times and locations of engaging in the course, and can be conducted with hardware and software readily available to most students. The present article outlines some of the issues that need to be considered when developing an asynchronous distance course. It describes the components of a course currently being offered using this model, and concludes with a discussion of some problem areas that students and faculty may face when engaging in this new course format.

scholarly journals Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

scholarly journals Hogyan alakul (hat) a tanulói aktivitás egy MOOC során?

2017 ◽  
Vol 16 (4) ◽  
pp. 40
Author(s):  
Zsolt Námesztovszki ◽  
Dorottya Balázs P. ◽  
Cintia Kovács ◽  
Lenke Major ◽  
Dijana Karuović
Keyword(s):  
Empirical Data ◽  
Activity Patterns ◽  
Online Course ◽  
Learning Tools ◽  
Working Process ◽  
Massive Open Online ◽  
Student Activities ◽  
Massive Open Online Course ◽  
E Learning ◽  
Video Material

Manapság egyre több szó esik az időtől és helytől független tanulásról, amely elektronikus eszközök segítségével valósul meg. Ezen eszközök szervezett és összefogott megjelenítését biztosítják a MOOC (Massive Open Online Course) típusú kurzusok. Ezek a kurzusok egyre nagyobb népszerűségnek örvendenek az oktatók és a tanulók körében is, és egyre több ilyen struktúrájú képzés jelenik meg. Az utóbbi években magyar nyelvű képzések is egyre gyakrabban érhetők el, azonban ezek működése (az empirikus adatok tükrében) már kevésbé ismert. Ezt a kört bővíti ez a tanulmány, amely a tanulói aktivitás intenzitását vizsgálja a videómegtekintések, a fórumaktivitások és a tesztek kitöltésének ideje alapján három, saját készítésű MOOC felületén. --- Tracing learners' activity patterns in 3 MOOC trainings Nowadays, more and more researchers and teachers are talking about e-learning, which makes education independent of time and place. The MOOC (Massive Open Online Course) provides the organized and coordinated look of these e-learning tools. These courses are becoming more and more popular among instructors and students alike, and there are a number of these sorts of structured courses. In recent years there have also been a great number of courses available in Hungarian too, but their working process is less well-known (in light of empirical data). This study examines the intensity of the student activities during the video-material, the forum activities and the time of completion of the tests, on the basis of three self-made MOOCs.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

Sign in / Sign up

Export Citation Format

Share Document