Methodological and organizational requirements for e-learning courses in the context of distance learning technologies

2020 ◽  
Vol 14 (4) ◽  
pp. 139-148
Author(s):  
N. K. Omarbekova ◽  
◽  
Keyword(s):  
Distance Learning ◽  
Learning Technologies ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Organizational Requirements

scholarly journals CONDITIONS FOR ORGANIZATION OF THE EDUCATIONAL PROCESS AT THE UNIVERSITY USING E-LEARNING TECHNOLOGIES

2021 ◽  
pp. 19-27
Author(s):  
Ирина Геннадьевна Алмазова ◽  
Галина Александровна Корякина ◽  
Светлана Николаевна Числова
Keyword(s):  
Distance Learning ◽  
Time Frame ◽  
Learning Technologies ◽  
Educational Process ◽  
University Teachers ◽  
Distant Learning ◽  
E Learning ◽  
The Russian Federation ◽  
Distance Learning Technologies ◽  
The University

Анализируется проблема разработки, характеристики и реализации важного условия организации образовательного процесса в университете с применением технологий дистанционного обучения, связанного с созданием в университете качественной цифровой образовательной среды, развития технической инфраструктуры и повышения квалификации вузовских преподавателей с целью эффективного использования ими технологий дистанционного обучения в процессах цифровой трансформации высшей школы. Причем такое условие анализируется не только с позиции повышения эффективности организации исследуемого процесса, но и с позиции обеспечения деятельности вуза, отвечающей требованиям мировых стандартов, что чрезвычайно важно в формате реализуемой государственной программы Российской Федерации «Развитие образования» на 2018–2025 гг. Приводятся данные опроса студентов и преподавателей университета, освещающие результаты измерения уровня эффективности реализации проверяемого условия организации образовательного процесса в университете с применением технологий дистанционного обучения. The materials of this publication analyze the problem of development, characteristics and implementation of an important condition for the organization of the educational process at the university with the use of distance learning technologies, associated with the creation of a high-quality digital educational environment, the development of technical infrastructure and advanced training of university teachers in order to effectively use distance learning technologies in the processes of digital transformation of higher education. And a certain condition is analyzed not only from the perspective of improving the efficiency of the organization of the process under study, but the operations of the University that meets the requirements of world standards, which is extremely important in the format of the State program of the Russian Federation “Development of education” for 2018–2025. The results of study of the levels of effectiveness of the implementation of the conditions are tested and and the data of the questionnaire survey of students and teachers are provided. The article describes the terms “distant education” and “distant learning”. The synonymy of their meanings and the peculiarities of their use in the context of the characteristics of a special way of implementing the educational process at the university are noted. The features of the implementation of the selected condition that took place in 2020 are noted: flexibility in taking into account the time frame of classes and in choosing an individual pace of training; modularity; the use of various types of communication; wide coverage of the audience of students.

scholarly journals Methodology and features of assessing the economic effect of implementing digital educational environment models in secondary vocational and higher education systems

2021 ◽  
Vol 18 (1) ◽  
pp. 62-80
Author(s):  
Alexander V. Fedotov ◽  
Elena A. Polushkina
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Economic Effect ◽  
Educational Programs ◽  
Educational Environment ◽  
Learning Technologies ◽  
Educational Process ◽  
Education Systems ◽  
E Learning ◽  
Distance Learning Technologies

Problem and goal. The active introduction of e-learning and distance learning technologies in the educational process, the reform of traditional models of learning and education have become priority areas of reforms and initiatives in various national education systems in the 21st century. Given that public spending is the main source of funding for education in the OECD countries, assessing the economic impact of implementing a digital educational environment at different levels of education under pressure on public budgets has become a key issue for national governments and educational organizations, as well as the subject of special research. In Russian practice assessment of the economic effect of the full-scale use of e-learning and distance learning technologies in the implementation of educational programs of secondary professional (training of middle-level specialists) and higher education have not yet been carried out. For these purposes, a methodology has been developed, which, however, needs to be tested. Results. The study identified a list of costs required to ensure the full use of e-learning and distance educational technologies in realization of educational programs of secondary vocational (training of mid-level professionals) and higher (including graduate school) education; the methodlogy for assessing the economic effect of these measures is justified, and calculations are made based on this methodology. Conclusion. The developed methodology has shown its effectiveness and needs further research and quantitative analysis.

scholarly journals Modern Technologies in the Training of State Forensic Examiners: Perspectives from the Russian Federal Centre of Forensic Science of the Russian Ministry of Justice

2018 ◽  
Vol 13 (3) ◽  
pp. 74-77 ◽  
Author(s):  
M. V. Toropova
Keyword(s):  
Distance Learning ◽  
Forensic Science ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Learning Technologies ◽  
Learning Approaches ◽  
Face To Face ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Modern Technologies

The paper looks at the advantages and potential of network-based training of state forensic examiners, and the use of e-learning and distance learning technologies in continuing professional education in forensic science disciplines. The system of professional retraining developed by the RFCFS of the Russian Ministry of Justice is described in terms of how it combines face-to-face and distance learning approaches.

scholarly journals SOME ASPECTS OF CREATION OF LEARNING VIDEO CONTENT IN THE PROCESS OF EDUCATION

2020 ◽  
pp. 49-55
Author(s):  
A. B. Razumova ◽  
◽  
T. I. Ritskova ◽  
Keyword(s):  
Distance Learning ◽  
Video Clip ◽  
Learning Technologies ◽  
Educational Process ◽  
Video Content ◽  
Teaching Objectives ◽  
Learning Programs ◽  
Information Competencies ◽  
E Learning ◽  
Distance Learning Technologies

The study reveals the problem of organizing the efficient educational process using distance learning technologies based on video content. The paper presents the characteristics of e-learning and distance learning technologies. The study shows that e-learning, being flexible and variable, requires updating the content of education. Teachers need to master new telecommunications technologies, improve digital and information competencies. The authors show that video content genres being the synthesis of various types of visualization allow best solving teaching objectives within the educational process using e-learning technologies. The relevance of the latter is particularly obvious at present. The authors describe such types of video genres as a webinar, video-case, fast, conversation, interview, documentary webinar, and scripted video clip. The paper reveals the process of creation of a learning webinar with the participation of a lecturer and a student, describes the stages of script development, content design, video shooting, and editing. The development and rendering of learning programs to eContent causes the change in the role of a teacher; communication opportunities extend. The lecturer needs to customize innovative technologies to his/her methodological activity. The student’s participation in the process of preparing the materials supporting the teacher’s lecture gives an opportunity both to broaden knowledge in subject matter and to learn the fundamental aesthetic and technological principles and procedures of eContent creation. The presented material allows concluding that joint participation in the development of teacher’s and student’s webinars is an efficient means of formation of a set of skills of eContent communication and processing highly demanded in the modern educational process.

scholarly journals FEATURES OF LESSON QUALITY ASSESSMENT IN THE CONTEXT OF DIGITAL EDUCATIONAL RESOURCES AND DISTANCE LEARNING TECHNOLOGIES

2020 ◽  
Vol 53 (3) ◽  
pp. 62-70
Author(s):  
E.G. Potupchik ◽  
◽  
Yu.V. Chen ◽  
Keyword(s):  
Education Research ◽  
Distance Learning ◽  
General Education ◽  
Computer Science ◽  
Learning Technologies ◽  
Educational Resources ◽  
E Learning ◽  
Test Materials ◽  
Distance Learning Technologies

Statement of the problem. The variety of new models, forms and methods of organizing school lessons in the context of ICT actualizes the problem of finding objective and affordable ways to assess the quality of a modern lesson. The purpose of the article is to substantiate an expert-criteria approach to assessment of the quality of lessons, which use elements of e-learning and distance educational technologies. The idea of ​​designing a methodology for assessing the quality of lessons is to create expert questionnaires that include weighted criteria quality indicators, as well as questionnaires and test materials. Research methodology is the analysis and synthesis of regulatory documents of basic general education, research works of Russian and foreign scientists, experience in teaching students computer science at different levels of general education. Research results. The paper proposes and substantiates an expert-criteria procedural scheme for evaluating the quality of modern lessons that use elements of e-learning and distance learning technologies. The method of assessing the quality of lessons consists in creating expert questionnaires that include weight criteria for quality, as well as questionnaire and test materials. Conclusion. Currently, the performance of testing of test tasks for evaluating each type of educational results (personal, subject, and meta-subject) is being tested and a pedagogical experiment is being carried out in Secondary School No. 9 of Krasnoyarsk to conduct lessons in Computer Science of four types: 1) without the use of the digital educational resources (DER); 2) with partial use of the DER; 3) with long-term use of the DER; 4) mega-lessons (the use of the DER throughout the lesson). The procedural scheme for collecting and processing expert indicators is formalized and provides for the possibility of automating statistical data processing and subsequent improvement of criteria based on the “constructor” principle. The proposed method can be used by school administrations to make decisions on the management of the educational process.

Implementation of educational programs with digital distance education technologies complying with the requirements for ship crew members

2019 ◽  
Vol 23 (4) ◽  
pp. 44-53
Author(s):  
Sergey S. Sokolov ◽  
Marina N. Saveleva ◽  
Anastasiya V. Mitrofanova
Keyword(s):  
Data Mining ◽  
Distance Education ◽  
Distance Learning ◽  
Russian Federation ◽  
Learning Technologies ◽  
E Learning ◽  
The Russian Federation ◽  
Distance Learning Technologies ◽  
Using Data ◽  
The Individual

Digital distance education technologies are a relevant issue today. For the training of crew members, it is necessary to comply with the requirements of the Federal State Educational Standards, the International Convention on the Training and Certification of Seafarers and Watchkeeping, and several other legislative documents. The article provides individual digital educational trajectories and an individual profile of students’ competencies using the Data Mining methods and the Moodle system.Purpose of the study: To study the issue of application of digital distance learning technologies complying with the requirements for ship crew members. Solving the problem of forming an individual digital educational trajectory and an individual competency profile of a student.Materials and methods: The concepts of distance learning technologies and e-learning, approved at the legislative level as the Federal Law dated December 29, 2012 No. 273-ФЗ «Education in the Russian Federation». According to the Decree of the Government of the Russian Federation on May 23, 2015 No. 497 «On the Federal Targeted Program for the Development of Education for 2016-2020», within the framework of Target 5 «Formation of a high-demand system for assessing the quality of education and educational outcomes», the following activities are planned: Typical models of constant evaluation of students’ learning achievements, allowing to form trajectories of individual development of students in secondary professional educational organizations and organizations of higher education». Individual educational trajectory is a personal way to realize the personal potential of each student in education. The individual educational trajectory in the period of digitalization of education and using of e-learning methods, distance learning technologies is an individual digital educational trajectory. An important element of an individual digital educational trajectory is the individual competence profile of students. The formation with the using Data Mining technology based on the Moodle e-learning system is considered.Results: The construction of an individual digital educational trajectory, including individual profiles of students’ competencies and the trajectories of their development, can be implemented using data mining, proper configuration, construction of matrices of various levels of connectivity using the modules of Competence and Curriculum of the Moodle system. The article presents the formation of the student’s competencies based on the construction, as well as the analytical unit of an individual digital educational trajectory and an example of an individual competency profile in the Moodle system.Conclusion: Training of crew members using digital distance education technologies is possible, but at the same time it has many limitations on the part of requirements. It is important to correctly combine the traditional form of education and digital learning technologies.

scholarly journals Constructivist pedagogy in context of modern philosophy of education

2020 ◽  
Vol 48 (6) ◽  
pp. 40-54
Author(s):  
Natalia P. Koptseva ◽  
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Philosophy Of Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Constructivist Pedagogy ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Common Transition

Introduction. The relevance of the research is underpinned by the lack of conceptual and methodological framework for the upgrade of educational practices against the background of common transition to new educational technologies associated with e-learning and distance learning technologies. The purpose of this article is to identify the key features of constructivist pedagogy to build the educational design understood as a set of teaching practices to create a series of educational events that allow a teacher to acquire the necessary knowledge and skills in the most effective way. Materials and methods. We used methods of critical analysis of modern constructivist epistemology approaches; we applied methods of ideal type differentiation and content analysis; we used principles of definition of concepts reflecting the substance of constructivist pedagogical paradigm. Results. The analysis of modern forms of the constructivist pedagogical paradigm revealed its capabilities for overcoming crisis points in modern processes of common transition to e-learning formats and distance learning technologies. Increasing information competence of teachers will make it possible to leverage constructivist methods and stimulate the students' abilities to create their own sense of learning. Among the innovative educational technologies of constructivist pedagogy, there is a great potential for education related to the performance of creative artistic tasks in non-artistic professional education. Conclusion. The constructivist pedagogical paradigm is a new philosophy of education that is likely to systematically restructure the educational process at the undergraduate level and form an active position of student as the main subject of educational process.

scholarly journals The use of ICT and distance learning technologies in teaching

2021 ◽  
Vol 113 ◽  
pp. 00101
Author(s):  
I.A. Petrozitskaya ◽  
I.I. Elkina ◽  
E.F. Mazanyuk
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Rapid Development ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Resources ◽  
Information And Communication ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Pedagogical Innovations

This article is devoted to the use of distance learning technologies in teaching. The authors also distinguish the features of learning using distance learning methods. The authors note that the rapid development of information and communication technologies and the use of e-learning have expanded the possibilities of the educational process and provided opportunities for the general development of students. Practice shows that the use of electronic educational resources improves students’ perception and understanding of the discussed issues, creates more comfortable conditions for learning. However, by means of the systematic use of electronic educational resources in the educational process in combination with traditional teaching methods and pedagogical innovations, the effectiveness of multilevel education has significantly increased. At the same time, there is a qualitative increase in educational results due to the simultaneous impact of several technologies.

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