scholarly journals Electronic Learning in Educational Process: Problems and Perspectives

2016 ◽  
Vol 21 (2) ◽  
pp. 76-83 ◽  
Author(s):  
N.V. Dvoryanchikov ◽  
T.V. Kalashnikova ◽  
L.S. Pechnikova ◽  
N.V. Frolova
Keyword(s):  
Educational Process ◽  
Learning Resources ◽  
Full Time ◽  
Electronic Resources ◽  
Electronic Learning ◽  
Traditional Technologies ◽  
Electronic Education ◽  
Russian Universities

The paper describes the preconditions and specifics of electronic learning resources in Russian universities and focuses on the priorities in the development of electronic education. As it is revealed, there are certain problems with employing electronic resources in mixed forms of learning, i.e. when such resources are only a part of the educational process, not a complete substitute. The paper explores the advantages and shortcomings of electronic learning in full-time instruction basing on the outcomes of a survey for students and teachers carried out in one the Russian universities. These outcomes help to assess the effectiveness of electronic learning and further perspectives of mixed forms of instruction. The paper finally provides some recommendations on how to increase the effectiveness of electronic learning by means of its integration with traditional technologies in education.

scholarly journals Electronic learning resources and online education technology: issues of effectiveness evaluation

2018 ◽  
Vol 7 (2.13) ◽  
pp. 189 ◽  
Author(s):  
Maxim R. Moskalenko ◽  
Evgenij M. Dorozhkin ◽  
Olga A. Tolstykh ◽  
Uliana E. Marakulina ◽  
Maria V. Mustakimova
Keyword(s):  
Online Education ◽  
Education Technology ◽  
Educational Process ◽  
Learning Resources ◽  
Electronic Learning ◽  
Teaching Activities ◽  
Learning Efficiency ◽  
E Learning ◽  
Application Specific ◽  
Russian Universities

The relevance of the problem under investigation is due to the widespread use of electronic learning resources and online education technologies in Russian universities and the need to improve their quality for increasing the students learning efficiency. The article aims to study the possibilities for improving the efficiency of e-learning resources and online education technologies and their application specific in teaching students. The leading method of this issue research is the analysis of electronic learning resources and online education technologies use at Russian HEIs. Research results: analysis of electronic learning resources and online education technologies use at Russian HEIs was conducted; approaches for evaluating the efficiency of electronic resources and online education technologies use were developed; recommendations on improving the e-learning resources and online education technologies use were formulated, as well as for developing methodological and pedagogical support for their use in the educational process. The article materials can be useful for: higher-education teaching personnel who one way or another uses e-learning resources and online education technologies in teaching activities; HEIs' leaders; materials developers and employees of universities that are involved in the practical introduction of e-learning resources and online education technologies into the educational process; students and post-graduate students. Learning Efficiency; E-

scholarly journals Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

2020 ◽  
Vol 210 ◽  
pp. 22019
Author(s):  
Olga Fedotova ◽  
Elena Platonova ◽  
Vladimir Latun ◽  
Igor Filkevich ◽  
Oleg Igumnov
Keyword(s):  
Distance Learning ◽  
Continuing Education ◽  
Foreign Students ◽  
Negative Impact ◽  
Educational Process ◽  
Full Time ◽  
Distance Technology ◽  
Russian Universities ◽  
Chinese Undergraduates ◽  
Significant Factors

The COVID-19 pandemic has significantly affected the organization of the educational process in Russian universities. The object of the research is the experience of implementing e-education and the transition to distance technologies for continuing education of Chinese undergraduates in the Russian metropolitan university. Russian universities had the technical capabilities and used various electronic educational platforms. In the same time, the results of the survey showed a decrease in the satisfaction of Chinese full-time students when switching to distance learning. The study shows the significant factors that had a negative impact on the educational process using distance technology to teach Chinese undergraduates during the COVID-19 pandemic. The authors have grouped these factors into five groups (technical, language, emotional, and financial, content of lecture). Identification of these factors made it possible to develop a program to improve the educational process and enhance the satisfaction of foreign students studying at Russian universities.

ИСПОЛЬЗОВАНИЕ ЭЛЕКТРОННЫХ ТЕХНОЛОГИЙ В ПРОЦЕССЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК НЕРОДНОМУ

2020 ◽  
pp. 174-176
Author(s):  
Бегимай Шаршеналиева
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Russian Language ◽  
Electronic Resources ◽  
Electronic Library ◽  
Higher Education System ◽  
Information And Communication ◽  
Electronic Education ◽  
Educational Portal

Аннотация: В статье рассматриваются возможности использования электронных ресурсов образовательного портала БГУ в учебном процессе. Одним из важных направлений развития системы высшего образования является внедрение информационно-коммуникационных технологий в процесс обучения, в том числе и русскому языку как неродному. В связи с этим появилась настоятельная потребность поиска новых подходов к организации учебного процесса с целью достижения его качества и уровня мировых стандартов. В статье дана информация об «Образовательном портале» и принцип его работы, также рассмотрены функции электронной библиотеки, электронных ресурсов и показаны Возможности Образовательного портала, Портала «Образование на русском» Государственного института русского языка им. А.С. Пушкина. Ключевые слова: электронное образование; образовательный портал; интернет- технологии; googleclass, учебный сервер; электронные ресурсы. Аннотация: Макалада БГУнун билим берүү порталынын электрондук ресурстарын пайдалануу мүмкүнчүлүктөрү каралган. Жогорку кесиптик билим берүү системасын өнүктүрүүнүн маанилүү багыттарынын бири, анын ичинде орус тилин чет тили катары окутуу жараянына маалымат жана байланыш технологияларын киргизүү болуп саналат. Бул жагынан алганда, анын сапатын жана эл аралык стандарттарга жетүү үчүн билим берүү жараянынын уюмуна жаңы мамилелер үчүн абдан зарыл болуп турат. Макалада "Билим берүү порталы" жөнүндө маалымат берип, ал кандай иштегенин, ошондой эле электрондук китепкананын, А.С.Пушкин атындагы Орус тили институтунун порталынын иш-милдеттери көрсөтүлгөн. Түйүндүү сөздөр: электрондук билим берүү; билим берүү порталы; интернет технологиясы; googleclass, үйрөтүү сервер; электрондук ресурстар. Annotation: The article considers the possibility of using the electronic resources of the educational portal of Bishkek Humanitarian University in the educational process. One of the important directions in the development of the higher education system is the introduction of information and communication technologies in the learning process, including the Russian language as non-native. In this regard, there was an urgent need to find new approaches to the organization of the educational process in order to achieve its quality and the level of world standards. The article provides information about the "Educational Portal" and the principle of its operation, also discusses the functions of the electronic library, electronic resources and shows Opportunities of the Educational Portal, “Education in Russian” Portal of the State Russian Language Institute of A.S. Pushkin. Key words: electronic education; educational portal; internet technologies; google class; training server; electronic resources.

scholarly journals Development of research competence of masters majoring in "Social work" in the process of dealing with electronic education course "Foreign language professional communication"

2018 ◽  
Author(s):  
Roman Pavliuk
Keyword(s):  
Social Work ◽  
Foreign Language ◽  
Academic Discipline ◽  
Professional Communication ◽  
Full Time ◽  
Student Knowledge ◽  
Electronic Learning ◽  
Research Competence ◽  
E Learning ◽  
Electronic Education

The article presents the peculiarities of the development of research competence of masters in the specialty "Social Work" in the process of working with the electronic training course "Foreign language professional communication". The content and structure of the discipline, the main forms of work, and criteria for assessing student knowledge and program results are presented. The role and place of the system of electronic learning, in particular, EEC "Foreign language professional communication (5th course, SP, full-time department)" were determined in the formation of the scientific competence of future masters. According to the educational-professional program of training specialists in specialty 231 Social work it has been determined that the academic discipline "Foreign language professional communication" provides the formation of such general professional competencies that one way or another ensure the formation of research competence: the ability to search, process and analyze information from different sources; the ability to improve and develop professional, intellectual and cultural levels; ability to teaching, formation of future students of professional knowledge, skills and abilities, education of active life position. Among the programmatic results of studying the discipline the following are defined: the ability to use foreign sources in fulfilling the tasks of research and applied activities, to speak a foreign language, on professional topics, both verbally and in writing. On the basis of the analysis of the e-learning course concrete forms and methods of developing the research competence of future specialists in specialty 231 Social Work are presented. Among the tasks that contribute to the development of research competence are as follows: send a written answer in an essay format (up to 10 sentences) - the topic is related to the motivation block for continuing education; to develop and present their own idea for the development of scientific knowledge in the future on the basis of Forsyte technology; Using the reference vocabulary and expressions suggested below describe the methods you applied in your own research; pick up the bibliography for your own research and arrange it according to APA style requirements; prepare an abstract to the article according to the sample and requirements for the structure of the abstract.

Use of oncology electronic learning resources to learn about geriatric oncology.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11033-11033
Author(s):  
Tina Hsu ◽  
Kori LaDonna ◽  
Claire Touchie
Keyword(s):  
Older Adults ◽  
Geriatric Oncology ◽  
Future Research ◽  
Learning Resources ◽  
Electronic Resources ◽  
Self Directed Learning ◽  
Electronic Learning ◽  
Oncology Education ◽  
E Learning ◽  
Asco Meeting

11033 Background: Despite the aging population driving cancer growth, oncology trainees receive little training in geriatrics. While electronic resources, such as ASCO University, may help meet this gap, use of available geriatric oncology (GO) modules is low. We sought to understand why by exploring how oncology trainees currently learn about GO, their preferred methods for learning about GO, and their attitudes towards e-learning and geriatrics. Methods: Canadian medical oncology residents and recent graduates were electronically surveyed about the following domains: demographics, self-directed learning practices, use of electronic resources, perceived facilitators and barriers to e-learning, and geriatric oncology teaching. Descriptive statistics were used to analyze the data. Results: Respondents (n = 47) were mostly aged < 35 (66%). Respondents felt that learning about older adults was important (mean 4.3±1.0 out of 5) and generally felt comfortable caring for them (mean 3.9±0.9 out of 5) despite minimal training in geriatrics.Almost half (48.9%) received 0-2 hours of teaching in GO during residency, with the majority (59.6%) receiving teaching in clinic, 36.2% through lectures and 21.3% via seminars. Respondents also learned about GO through reading journal articles (42.6%), modelling in clinic (36.2%), reading a textbook (19.2%) or attending a conference (19.2%). Respondents preferred to learn about GO through on-site lectures (46.8%), dinner meetings (42.6%), case discussion (42.6%) and attending conferences (38.3%). Although overall respondents highly valued electronic learning (mean 4.3±0.75 out of 5), only a minority (8.5%) had received GO teaching electronically using e-modules and only 23.4% respondents were aware of e-learning resources in GO. In contrast most respondents (83%) had used an e-learning resource to learn about oncology. The most common oncology e-resources used were ASCO University (61.7%), Oncology Education (61.7%), and ASCO meeting videos (44.7%). Conclusions: Although oncology trainees value and commonly use e-learning resources, e-learning is not a common or preferred way to learn about GO, potentially due to lack of awareness about these resources. Future research will explore whether the current methods of educating oncology learners about older adults are appropriate and sufficient, as well as how trainees value and prioritize learning about topics that are not included in the formal curricula.

scholarly journals Academic Support of Students with Disabilities in University

2017 ◽  
Vol 22 (1) ◽  
pp. 60-70 ◽  
Author(s):  
B.B. Aismontas ◽  
S.V. Panyukova ◽  
G.G. Saitgalieva
Keyword(s):  
Students With Disabilities ◽  
Academic Support ◽  
Educational Process ◽  
Learning Resources ◽  
Motor Impairments ◽  
Teaching Techniques ◽  
Electronic Learning ◽  
Study Materials ◽  
Different Types ◽  
Academic Resources

The paper presents materials concerning the organization of educational process and creation of special educational environment for students with disabilities. It focuses on the development and application of special academic resources appropriate for different types of disability; also, it describes approaches to designing print and electronic learning resources (coursebooks, study materials etc.) for students with visual, hearing and motor impairments depending on their disability and character of perception of information. The paper discusses conditions that promote students’ awareness of the means of accessing special learning resources. The authors stress the necessity of creating a unified educational and methodological pool of materials on various aspects of teaching students with disabilities. Finally, the paper reveals features of implementation of basic pedagogical technologies, including the ones that involve distant communication between a teacher and a student, and analyses several teaching techniques aimed at students with disabilities, highlighting the effectiveness of practice-oriented teaching.

scholarly journals OPPORTUNITIES FOR OPTIMIZING THE EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS THROUGH THE USE OF E-LEARNING RESOURCES

2019 ◽  
Vol 34 (2) ◽  
pp. 459-465
Author(s):  
Blagovesna Yovkova ◽  
Stoyan Saev
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Educational Needs ◽  
Educational Process ◽  
Teaching Staff ◽  
Learning Resources ◽  
Special Educational Needs ◽  
Electronic Resources ◽  
Different Types

The problem of ensuring equal access to quality higher education and a supportive learning environment for people with permanent disabilities is a question of present interest worldwide. It is well known that although the number of students with special educational needs in higher education has increased over the last 10 years, many of them fail to complete educational level because of the many difficulties and barriers they face during their studies. It is quite natural to look for ways to create adequate conditions for their training and to overcome obstacles and difficulties that have arisen. Over the last decade, there has been a trend towards an increasing use of modern information and communication technologies, and in particular electronic learning resources, in the educational process, which creates prerequisites for increasing the accessibility of education for students with special educational needs. It also provides significantly more opportunities in the field of flexibility, adaptability and opportunities for personalization to the individual needs, interests and learning style of each individual learner. Undoubtedly, this is an important condition for achieving greater self-dependence and independence in learning, which in turn are crucial for the successful learning and academic achievement of students with special educational needs. It is important for the teaching staff to have knowledge of the specific needs of this heterogeneous group of students and the skills to create and adequately deliver the content through quality electronic resources, as well as to critically evaluate and select those created by other authors. This report presents a study of the problem of implementation of electronic resources by the tutors of Sofia University “St. Kliment Ohridski” in the process of teaching students with different types of disorders. A survey of 199 faculty members from different faculties found that the faculties had some experience in creating and adapting electronic resources, as well as using those created by other authors, but despite the high level of digital skills there are deficiencies in the knowledge of professors in training disabled students and in the availability of sufficient technological skills and competences for developing e-content intended to meet the specifics needs of students with different disabilities. The results of the study will help to make specific decisions at institutional level to support and enhance the qualifications of the academic staff of the Sofia University to use electronic resources in the specific context of teaching students with different types of disabilities.The report outlines future areas of study in the field of these issues and underlines specific current problems that need to be addressed.

scholarly journals Readiness of first-year students of Russian universities to study using massive open online courses

2019 ◽  
pp. 126-135 ◽  
Author(s):  
T. Astashova
Keyword(s):  
Online Courses ◽  
Educational Process ◽  
Self Control ◽  
First Year ◽  
Full Time ◽  
First Year Students ◽  
Advantages And Disadvantages ◽  
Level Of Motivation ◽  
Effective Use ◽  
Russian Universities

The article discusses issues related to  the  possibility of  introducing mass open online courses (МООС) in  the  educational process of  first-year full-time students majoring in  technical directions. The  results of  the  analysis of  the  experience of  using MOOС in  the  educational process of  Russian universities with identified advantages and disadvantages are presented. MOOC-technology is  presented as  an  element of  connectivism theory. The  author conducted a  study with the purpose to study the readiness of students to learn using MOOCs. The results of the study allow to conclude that the modern first-year student has an insufficient level of motivation, independence, responsibility, self-discipline and self-control for the effective use of МООС in the educational process, but they are quite productive in mastering the material of the discipline in a combined form.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

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