scholarly journals Blended Learning for Emirati Women

2005 ◽  
Vol 2 (1) ◽  
pp. 37-55
Author(s):  
William Radecki
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching Methods ◽  
Course Design ◽  
Virtual Classroom ◽  
Learning Technologies ◽  
Distance Teaching ◽  
Face To Face ◽  
Distance Learning Technologies ◽  
Face To Face Instruction

This paper describes a blended learning course for Emirati women combining face-to-face instruction with heavy use of distance learning technologies such as videoconferencing, email and a “virtual classroom”. Instructors conducted action research in order to 1) improve course design and teaching methods, 2) share distance teaching insights with colleagues, and 3) advise institutional authorities on IT resource management. Results of the study are presented, and conclusions about the suitability and efficacy of distance learning for Emirati women are offered.

scholarly journals ENSURING THE QUALITY OF UNIVERSITY EDUCATION IN CONDITIONS OF BLENDED AND DISTANCE LEARNING

2020 ◽  
pp. 7-13
Author(s):  
Svitlana Martynenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Natural Extension ◽  
Learning Technologies ◽  
Educational Process ◽  
University Education ◽  
Face To Face ◽  
Distance Learning Technologies

In modern conditions of reforming the system of higher education, the introduction of time-based blended and distance learning, the mission of higher education is to ensure the efficiency and quality of university education. Therefore, the problem of using blended and distance learning technologies becomes relevant, which, taking into account the peculiarities of the conduct, should ensure the quality of educational services for students. Blended learning is defined as a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. The article highlights the peculiarities of the introduction of mixed and distance learning at the university, analyzes and clarifies the essence and content of the concepts of « blended learning», «distance learning», identifies the main approaches, methodical principles underlying the organization of the educational process, the priority tasks and advantages of the introduced forms of education are singled out, the tendencies of their development are outlined, in particular in modern conditions. The methods, organizational forms and means used during blended and distance learning are described, specific examples of their introduction at Kyiv International University are given, as well as the schematic structure of the methodical system of the proposed forms of education that ensure the quality of university education. It is proved that blended and distance learning solves the problems of individualization, intensification and optimization of education, is the most effective evolution of the traditional model of learning7

scholarly journals The possibility of using distance learning technologies in the process of teaching surgery in the context of the COVID-19 pandemic

2021 ◽  
pp. 25-32
Author(s):  
Алексей Александрович Зорькин
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching Methods ◽  
Learning Technologies ◽  
Interactive Methods ◽  
Information And Communication ◽  
On Line ◽  
Distance Learning Technologies ◽  
Distance Courses ◽  
Medical University

Актуальность исследования заключается в анализе роли интерактивных методов, а именно, дистанционного обучения в преподавании хирургических дисциплин в медицинском вузе в условиях пандемии коронавирус. Изучили применение технологий дистанционного обучения при преподавании хирургических дисциплин в условиях пандемии коронавируса. Цель исследования: анализ применения технологий дистанционного обучения при преподавании хирургических дисциплин в условиях пандемии коронавируса. Материалом исследования явились информационные платформы LMS Moodle, Google Meet, модифицированные к on-line обучению рабочая программа дисциплины, учебно методические рекомендации кафедры при изучении хирургических дисциплин on-line, данные опроса студентов относительно восприятия новых методов обучения и их эффективности. Методами исследования были вебинары, видеоконференции, чат, форумы и прочее. Карантинные мероприятия в связи с пандемией COVID-19 заставили образовательные учреждения перейти на дистанционное обучение и стали настоящим вызовом для всего российского образования по его организации. Образовательными ресурсами дистанционного обучения стали дистанционные курсы, виртуальные лабораторные работы, тестовые задания, учебные и методические материалы, веб-ресурсы, терминологические словари. Дистанционное обучение имеет свои преимущества и свои специфические изъяны. Необходимость сохранения непрерывности обучения, обеспечение эффективности усвоения учебной программы обусловило необходимость скорой перестройки методики преподавания, внедрения современных инновационных информационно-коммуникационных технологий. The relevance of the study lies in the analysis of the role of interactive methods, namely, distance learning in teaching surgical disciplines at a medical university in the context of the coronavirus pandemic. We studied the use of distance learning technologies in teaching surgical disciplines in the context of the coronavirus pandemic. The research material was the information platforms Zoom and Microsoft Teams, the work program of the discipline modified for on-line training, educational and methodological recommendations of the department in the study of surgical disciplines on-line, data from a survey of students regarding the perception of new teaching methods and their effectiveness. The research methods were webinars, video conferences, chat and ICQ, forums, etc. Quarantine measures in connection with the COVID-19 pandemic forced educational institutions to switch to distance learning and became a real challenge for the entire Russian education in its organization. Distance learning educational resources have become distance courses, virtual laboratory work, test tasks, educational and methodological materials, web resources, terminological dictionaries. Distance learning has its advantages and its specific flaws. The need to preserve the continuity of learning, ensuring the effectiveness of the assimilation of the curriculum necessitated the rapid restructuring of teaching methods, the introduction of modern innovative information and communication technologies. The purpose of the study: to analyze the use of distance learning technologies in teaching surgical disciplines in the context of the coronavirus pandemic.

Distance Learning Essentials

2011 ◽  
pp. 248-253 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Distance Learning ◽  
Junior Faculty ◽  
Learning Technologies ◽  
Traditional Classroom ◽  
Classroom Learning ◽  
Senior Faculty ◽  
Face To Face ◽  
Job Aids ◽  
Distance Learning Technologies ◽  
Networking Technologies

Time and space no longer separate learners from their instructors. The emergence of distance-learning technologies, especially the Internet and networking technologies connect learners with their instructors. Instructional resources such as training courses, instructional job aids, reference materials, training guides, and lesson plans, as well as teachers, trainers, and other learners that were traditionally available for traditional classroom settings are now attainable via distance-learning technologies by anyone, anywhere, and anytime. As the growth of new information in the digital age accelerates (Gagne, Wager, Golas, & Keller, 2005), the debate revolving around distance-learning essentials has become even more heated among the academic circles. One side of the debate, represented by senior faculty, indicates that distance learning is inferior to traditional classroom learning because it lacks the necessary “face-to-face” interaction. The other side of the debate, representing current researchers and junior faculty, contends that distance learning is no better or no worse than traditional learning, given the fact that distance learning offers both advantages and disadvantages. The same thing is true about traditional classroom learning, which also offers benefits and disadvantages. Regardless of the debate, distance learning is revolutionizing education and training, along with so many other aspects of our lives (Gagne, et al., 2005). Open any job ads for a faculty position and there must be a description requiring a potential faculty member to be able to use distance-learning technologies. Those faculty members who cannot use distance-learning technologies are truly at a disadvantage nowadays.

scholarly journals Quality of distance learning: analysis of contradictions and prospects for development

2021 ◽  
Vol 6 (2) ◽  
pp. 22-39
Author(s):  
Aleksandr Kumohin ◽  
Aleksandr Antonovskiy
Keyword(s):  
Distance Learning ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Learning Technologies ◽  
Educational Process ◽  
Organizational Skills ◽  
Face To Face ◽  
Distance Learning Technologies ◽  
And Control

The article reviews the scientific literature on the quality of distance learning. The forced temporary transfer of the educational process to a distance form is considered as an unplanned event to assess the quality of education, which allows us to assess the effectiveness of the management system in education for all participants in educational relations, as well as to determine the directions of modernization and development of the education system as a whole. The use of digital technologies in the educational process helps the teacher to more fully build interaction with students, improve their methodological and organizational skills and competencies, use visual formats for presenting various information, which, in turn, contributes to the development of cognitive activity of schoolchildren and students. Educational interaction in the framework of distance learning has a special specificity and special qualities that place increased demands on the professional competence and pedagogical qualifications of teachers, as well as on the personal and professional competencies of all subjects of the distance educational process. Distance learning now allows interaction between the trainers and trainees, but not fully appropriate to ensure the achievement of learning objectives, learning content of the subject and control assessment of knowledge, skills, competencies. Distance learning technologies should complement (and this is their significant functionality and potential), and not replace the already established traditional face-to-face forms of educational interaction, models and methods of teaching.

scholarly journals Comparative features of distance learning in regional universities

2021 ◽  
Vol 11 (3) ◽  
pp. 112-125
Author(s):  
S. T. Kokhan ◽  
N. I. Vinogradova ◽  
Yu. V. Sarudeykina
Keyword(s):  
Distance Learning ◽  
Social Life ◽  
Learning Technologies ◽  
Teaching Staff ◽  
Focused Attention ◽  
Sociological Study ◽  
Face To Face ◽  
Regional Universities ◽  
Distance Learning Technologies ◽  
Real Challenge

The global online transition has become a real challenge to the traditional form of education, which has prompted universities to reconsider the system of providing education services. The authors conducted a sociological study based on the investigation of the relationships of the academic teaching staff, their assessment of the effectiveness of the measures taken by the universities in organizing the transition to a distance learning (DL) format of education. Lecturers of regional universities of Russia, Kyrgyzstan and Mongolia took part in the study. The results of the study made it possible to identify the most organized and optimistic category of lecturers of Mongolian universities and focused attention on the main problems in the implementation of DL at all universities. The normalization of the epidemiological situation in the future, the restoration of the economic level of development of each country will enable the universities to define their approaches to the use of distance learning technologies (DLT) and their role in the traditional face-to-face education system in accordance with the needs of the students and the peculiarities of social life.

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 THE CONTENT OF THE CONCEPT “BLENDED LEARNING”

2021 ◽  
pp. 156-160
Author(s):  
Денис Андреевич Драндров ◽  
Герольд Леонидович Драндров
Keyword(s):  
Blended Learning ◽  
System Integration ◽  
Educational Material ◽  
Learning Technologies ◽  
Learning System ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Distance Learning Technologies ◽  
Planning Development

Ситуация с пандемией обострила необходимость более широкого применения дистанционных образовательных технологий в рамках системы смешанного обучения. Цель нашей работы заключается в раскрытии сущности и содержания понятия «смешанное обучение». Реферативный обзор отечественной и зарубежной научно-методической литературы показал, что смешанное обучение рассматривается исследователями по-разному: как система обучения, интеграция форм обучения, интеграция традиционного преподавания и онлайн-обучения, образовательная программа, педагогический подход. Мы полагаем, что специфика смешанного обучения не может быть сведена к своеобразию отдельных его элементов - только его содержания или методов и форм его организации. «Смешанное обучение» рассматривается нами как целостная педагогическая система, которая характеризуется качественным своеобразием содержания учебного материала, средств, методов и форм организации процесса его освоения и усвоения учащимися. Она интегрирует дидактические возможности традиционного очного обучения и электронного дистанционного обучения и предполагает активное участие учащегося в планировании, освоении и усвоении учебного материала, в применении знаний в практической деятельности, в контроле пути, времени, места, темпа и траектории обучения. The pandemic situation has exacerbated the need for greater use of distance learning technologies in blended learning. The purpose of our work is to reveal the essence and content of the concept of blended learning. An abstract review of domestic and foreign scientific and methodological literature showed that blended learning is considered by the researchers in different ways. They are learning system, integration of forms of education, integration of traditional teaching and online learning, educational program, pedagogical approach. We believe that the specifics of blended learning cannot be reduced to the originality of its specific elements: only its content, or methods and forms of its organization. Blended learning is considered by us as an integral pedagogical system, which is characterized by a qualitative originality of the content of educational material, tools, methods and forms of organization of the process of its development and assimilation by students. It integrates the didactic possibilities of traditional face-to-face learning and e-learning, involving the active participation of the student in the planning, development and assimilation of educational material; application of knowledge in practical activities, control of the path, time, place, pace and trajectory of learning.

APPLICATION OF ACTIVE METHODS IN DISTANCE LEARNING

2020 ◽  
Vol 22 (10) ◽  
pp. 14-19
Author(s):  
Platonova R.I. ◽  
Potapov I.S. ◽  
Ammosova L.I.
Keyword(s):  
Distance Learning ◽  
Characteristic Feature ◽  
Teaching Methods ◽  
Learning Technologies ◽  
Educational Goals ◽  
Distance Learn ◽  
Active Teaching ◽  
Alternative Research ◽  
Distance Learning Technologies ◽  
Definition Of

The article analyzes the materials of foreign and domes-tic practices for the implementation of distance learn-ing, including those based on both recognized theoreti-cal developments and alternative research, on which there is no consensus among experts. The definition of "distance learning" has been substantiated, which is interpreted as a mechanism for organizing the educa-tional process through the use of information and com-munication networks and the interaction of students with each other and the teacher is carried out. The pa-per discusses active teaching methods, a characteristic feature of which is the ability to integrate and apply in an electronic environment using information and com-munication technologies. The authors investigate the specifics of distance learning technologies in compari-son with traditional methods, so under a number of cir-cumstances (for example, the coronavirus epidemic), not all active teaching methods can be effectively imple-mented to achieve educational goals and ensure the desired results.

scholarly journals FEATURES AND PROBLEMATICS OF THE TRANSITION TO THE DISTANCE TEACHING OF THE FOREIGN LANGUAGE

2021 ◽  
pp. 216-219
Author(s):  
Ольга Лакійчук ◽  
Наталія Нікітіна
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Learning Technologies ◽  
Educational Process ◽  
Traditional Teaching ◽  
Distance Teaching ◽  
Adoption Of Technology ◽  
Personal Learning ◽  
Short Period ◽  
Distance Learning Technologies

The need to know at least one foreign language is an important and undoubted factor on the path to success of modern man and professional in their field, given that more and more professionals and scientists seek international work, participate in international conferences. Until recently, foreign language classes were quite traditional, namely held in a real classroom, using traditional teaching methods and tools. But given the epidemic situation in 2020, more and more educational institutions are deciding to switch to blended or distance learning. Distance learning in these terms has become a decent attempt to solve the temporal and spatial constraints of the traditional personal learning. Online learning has been the result of the full adoption of technology as part of our lives. In today's world, the term "distance learning" originated due to needs of society and in a short period of time combined all the benefits of the use of modern technologies in the educational process, namely the use of social networking and multimedia along with traditional methods. Distance learning technologies are many new opportunities for teaching foreign languages that allow even more to expand the range of teaching techniques. This paper reports the issues and problems of transition from the traditional type of studying to the distance learning, as well as its features and difficulties that may arise during the transition. The article also reports the prospects for further use of distance learning. This work also highlights the psychological and pedagogical features that may affect the teacher's performance of their pedagogical activities, as well as problems that may arise during the transition to distance learning. The main methods of teaching a foreign language under distance learning are proposed.

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.

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