Distance education — modern realities and development prospects

2021 ◽  
pp. 65-70
Author(s):  
O.A. Vagaeva ◽  
◽  
E.V. Liksina ◽  
V.N. Lyuse
Keyword(s):  
Distance Education ◽  
Communication Networks ◽  
Educational Process ◽  
Internet Research ◽  
Educational Institutions ◽  
Educational Work ◽  
Information And Communication ◽  
Russian Universities ◽  
Development Prospects

Researched is the problem of distance education in Russia in the context of the coronavirus pandemic that spread throughout the world in 2020. It describes and analyzes results of survey in the form of questionnaire of both Students and Lectors of Higher Educational institutions in several provincial cities of Russia. As a result of the study it was revealed that about 70% of students and more than 90% of Lectors believe, that the educational process in higher education is inappropriate to completely transfer online. Lectors noted that optimal form of organizing the educational process is combination of online and offline formats. The survey in the form of questionnaire made it possible to assess strengths and weaknesses of organization and content ofdistance education in Russian Universities, difficulties and problems that have arisen among Lectors and Students, and prospects for development of the phenomenon under study. First of all, it is necessary to note insufficient readiness of both Lectors and Students to switch to distance mode. Many organizational difficulties were associated with unstable operation of electronic educational environment, educational portals, information and communication networks, as well as with failures in the Internet. Research has shown that these issues need to be addressed over the long term. Both Students and Lectors recognize that distance learning is a good addition to existing traditional educational system, and some forms of educational work can be left online.

scholarly journals Features of self-learning physical culture during distance education

2021 ◽  
Vol 273 ◽  
pp. 09033
Author(s):  
Sergey Chalohyan ◽  
Svetlana Grigan ◽  
Gennady Lyashko
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
The Body ◽  
Educational Institutions ◽  
Physical Culture ◽  
Self Study ◽  
Daily Physical Activities ◽  
Physical Skills ◽  
Self Learning ◽  
Russian Universities

On March 14, 2020, an order was posted on the website of the Ministry of Science and Higher Education of the Russian Federation on new rules for organizing educational activities in Russian universities, heads of higher educational institutions were instructed to organize interaction between students and teachers in the educational process in a distance format. Self-study contributes not only to the development of physical skills and health, but also helps to better assimilate the educational material, since the body must periodically receive a “jolt” between long “periods of sitting” in other disciplines. The topic of self-study is especially relevant during periods of a pandemic, when many educational institutions transfer their students to “distance education” and organized physical education classes become impossible. At this time, everyone should understand for himself that it is necessary to perform the exercises, because in such conditions most of the time is spent sitting, while not being active. The number of movements performed per day becomes too low. Therefore, daily physical activities are indispensable and necessary in everyone’s life, an alternative solution to the gym is needed, and the work offers a set of exercises at home for distance learning students.

scholarly journals Prospects for the development of distance learning within the system of professional education

2021 ◽  
pp. 16-24
Author(s):  
Aleksey Mikhaylovich Barkovskiy
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Information Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Effective Learning ◽  
The Status ◽  
New Form ◽  
Russian Universities

The object of this research is distance learning, while the subject is the organization of distance learning in professional educational institutions with a long-term view. The author emphasizes the relevance of this research in the real and hypothetical epidemic conditions. The current stage is viewed as a period of contemplation or reconsideration of distance learning. The article employs the methods of theoretical and empirical analysis. The results of sociological surveys conducted among the students, pedagogues, rectors and vice-rectors of the Russian universities are analyzed. The  author indicates the conservatism of the modern system of education, and the importance of interaction between the main actors of the educational process. The fundamental difficulties in organization of distance learning are outlined. The scientific novelty of consists in creation of the model of educational process based on the empirical data underlying the development of distance learning. It is demonstrated that the conduct scientific research, development of information technologies, and improvement of the normative framework open new opportunities for creating a more effective learning environment. The key moment in increasing the effectiveness of the new form of learning consists in reaching the full presence effect, which allows implementing the traditional pedagogical technologies. Description is given to the possibilities of telepresence technology. The conclusion is formulated that distance learning can be transformed into a new form in accordance with the status of technological and technical development.

scholarly journals Changes in studying at Russian universities in the context of the COVID-19 pandemic

2021 ◽  
Vol 121 ◽  
pp. 03007
Author(s):  
Lyudmila Nikolaevna Petrova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Online Education ◽  
Work Experience ◽  
Educational Process ◽  
Virtual Space ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
Russian Universities

The relevance of the study is due to the contradiction between the massive transition of Russian universities to a distance learning format and the insufficient readiness of participants in the educational process in the conditions of the COVID-19 pandemic. The situation with distance education before the pandemic was analyzed and the prerequisites for the emergence of problems and difficulties in the transition to online education were identified. An analysis of the difficulties faced by teachers and students of Russian higher educational institutions enabled to identify objective and subjective factors of their occurrence, as well as to develop recommendations for the further continuation of distance learning in combination with the traditional learning format. The purpose of the study is to analyze modern work experience in the conditions of the COVID-19 pandemic using the example of working with students of the Plekhanov Russian University of Economics. The analysis of successes and problems is conducted; the contradictions between distance and traditional forms of education are shown. The main models of organizing the studies are considered, which imply traditional and remote formats of studying using distance educational technologies. The works of various researchers, both Russian and foreign, on the problem of distance learning, are also analyzed. As a result of the study, it was concluded that in the modern education system of Russian higher educational institutions, distance education can be considered as a complementary and reinforcing form of the already existing traditional (“face to face”) training format with its socio-pedagogical, organizational, and psychological-didactic potential. In the work, the methods of theoretical (analysis, synthesis, systematization, comparison) and empirical (study of literature, interview, questionnaire, observation) research were used in a comprehensive manner. The combination of forms of interaction in real and virtual space in learning in modern didactics should be considered as a general didactic principle of learning.

scholarly journals The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 188-194
Author(s):  
B. Zhetpisbayeva ◽  
◽  
D. Dyakov ◽  
S. Shunkeyeva ◽  
G. Khamitova ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Technology Use ◽  
Online Survey ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
School Teachers ◽  
University Teachers ◽  
The Republic

This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

scholarly journals SUSTAINABLE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF THE INTRODUCTION OF ELEMENTS OF DISTANCE EDUCATION IN THE LEARNING PROCESS

2019 ◽  
Vol 16 (33) ◽  
pp. 404-422
Author(s):  
B. M. AITBAYEVA ◽  
A. M. MAULENOVA ◽  
Z. B AKHMETZHANOVA ◽  
Z. A. KENZHEBEKOVA ◽  
B. O. RAKHIMBAYEVA
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Professional Education ◽  
Postgraduate Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Institutions ◽  
Global Trends

Distance education is essentially the basis for the development of educational institutions that provide innovative services, which cannot be obtained elsewhere. It is believed that distance education is a substitute for the traditional as part of simplifying and cheapening the learning process. At the same time, the leading global trends suggest the need for the development of elements of self-education and the expansion of the geographical nature of educational offers. The relevance of the study is that it is necessary to distinguish between the use of distance education methods in the traditional sphere and the sphere of training professionals. The paper presents the concept of the need to integrate elements of distance education in the process of preparing university teachers. The authors believe that teachers in drawing up courses and applying learning technologies use the same techniques as in distance learning. Therefore, the use of distance learning technologies can be shown as the basis for the development of advanced training programs and additional professional education. The authors proposed a study on the need and sufficiency of the use of distance education technologies and the possibilities for their integration into the process of postgraduate education. The practical significance of the work is determined by the fact that the possibilities of self-development of teachers are fully disclosed, not only as subjects of the educational process but also as subjects of training.

scholarly journals Physical education of students in the format of distance education

2020 ◽  
Vol 26 ◽  
pp. 00054
Author(s):  
Marina Listkova
Keyword(s):  
Distance Education ◽  
Physical Education ◽  
Rapid Development ◽  
Educational Process ◽  
Educational Institutions ◽  
Physical Culture ◽  
Difficult Situation ◽  
The Past ◽  
Education Of Students ◽  
University Lecturers

The current difficult situation with the spread of the COVID 2019 virus forced us to take a new look at the workflow and rebuild medicine as well as the entire education system. The rapid development of computer technologies over the past ten years allows education to find a reasonable way out of a difficult situation. Thus, the existing system of distance education helped to continue students ‘education during the pandemic. The new format of education forced University lecturers (and other educational institutions) to look for the most appropriate and effective ways to implement the educational process. The Physical culture is not an exception. This article suggests and proves the most rational content of conducting remote physical education classes. They improve physical education help to maintain and strengthen the health of the younger generation.

scholarly journals Problems of Introducing Information and Communication Technologies into the Educational Process during the COVID-19 Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 257-266
Author(s):  
Tetiana Kotyk ◽  
Iryna Shaposhnikova ◽  
Olena Berezyuk ◽  
Olga Savchenko ◽  
Anna Helesh
Keyword(s):  
Information And Communication Technologies ◽  
Professional Training ◽  
Communication Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Higher Educational Institutions ◽  
Information And Communication ◽  
Higher Educational

Informatization of postmodern society is a promising path to economic, social and educational development. The informatization of education is aimed at the formation and development of the intellectual potential of the nation, the improvement of the forms and content of the educational process, the introduction of computer teaching and testing methods, allows solving problems at the highest level, taking into account world requirements. One of the important directions in the development of informatization of education in the context of a pandemic is new computer technologies. Interactivity, intensification of the learning process, feedback - are the real advantages of these technologies, which necessitated their application in various fields of human activity, primarily in those related to education and professional training. Now, in a pandemic, the number of studies has noticeably increased, the subject of which was the use of information and communication technologies in the educational process. The article deals with the problem of psychological and didactic aspects of the introduction of information communication technologies in the process of teaching students of higher educational institutions. An analysis of the problems and prospects of using information communication technologies in higher educational institutions was carried out, as a guarantee of building an intensive process of assimilating knowledge, skills, and abilities of students of higher educational institutions.

CHILD DEVELOPMENT OPPORTUNITIES IN PRESCHOOL PEDAGOGICAL EDUCATIONAL PROCESS

2015 ◽  
pp. 33
Author(s):  
Anna Līduma
Keyword(s):  
Child Development ◽  
Preschool Education ◽  
Further Education ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Health Staff ◽  
Educational Work ◽  
Education Development ◽  
Insight Into

The article analyzes the preschool educational work. The preschool education dynamics in 5 – 7 olds‟ compulsory preparation opportunities for school in preschool institutions and schools are compared. The opportunities of the holistic child development facilitation at the preschool educational institutions and in the preschool classes at the interests education institutions are characterized. An insight into development of the preschool education content is provided. Responsibility for the child readiness for school by teachers, parents and medical health staff is focused on. An insight into the preschool pedagogical process at x primary school is provided. The necessity for balance in theory and practice is pointed out for the accomplishment of mobile work at teachers‟ further education development at preschool. Conclusion is drawn that the adult support is significant in promotion of the child development

Culture and Mentality-Related Specifics of Implementation of the ‘Law on Counteracting Bullying’ in the Environment of Educational Institutions

2020 ◽  
Vol 9 (3) ◽  
pp. 755
Author(s):  
Vitalii I. BOCHELIUK ◽  
Valentyna V. NECHYPORENKO ◽  
Olena L. POZDNIAKOVA ◽  
Yuliia S. SILIAVINA ◽  
Oleg O. KYRBIATIEV
Keyword(s):  
Best Practices ◽  
Bullying Prevention ◽  
Educational Process ◽  
Impact Factors ◽  
Educational Institutions ◽  
Educational Work ◽  
Pedagogical Tools ◽  
Learning Abilities ◽  
The Law ◽  
Survey Questionnaires

Abstract: The article sought to analyse the pedagogical instruments capable to bring change in culture and mentality-based perception of bullying among stakeholders of the educational process with the purpose of implementation of the Law ‘On Amendments to Certain Legislative Acts of Ukraine on Counteracting Bullying (Harassment)’ in the environment of educational institutions. This study used theoretical methods: analysis of scientific, pedagogical and regulatory sources in order to distinguish the gaps and areas to study in this particular problem, analysis of domestic and foreign best practices; empirical methods: diagnostic: survey questionnaires; statistical methods: quantitative analysis of the results of the survey questionnaires. The statistical data the authors obtained as a result of a survey of students from four schools prove that the problem of bullying in Ukrainian educational institutions is partially caused by socio-cultural and mental impact factors. Examples of overseas best practices in addressing the problem of bullying prevention in educational institutions, which can be adapted to the realities of Ukrainian educational institutions, include further outlined role-pays: ‘School Anti-Bullying Court’ and ‘Shuttle Diplomacy’ and the ‘Student Support Service’ model. Bullying is, to a large extent, a socio-cultural and mental problem of Ukrainian society, capable of dramatically affecting students’ learning abilities and their socialisation. Pedagogical tools to be used to deal with the above problem might be (a) regular anonymous interviewing of students about cases of violence; (b) teachers' educational work with children and parents on the problem of bullying; (c) involvement of the students in the development of rules of conduct; (d) teachers supervising schoolchildren after school hours; (e) teacher training (professional upgrade) for pedagogical, psychological and legal strategies for bullying prevention among students.

scholarly journals Methodological Approach to Studying Unintended Consequences of Digitalization in Education

2021 ◽  
Author(s):  
Daria Goloukhova ◽  
Elena Kuzmina
Keyword(s):  
Methodological Approach ◽  
Complex Structure ◽  
Theoretical Perspective ◽  
Digital Technologies ◽  
Unintended Consequences ◽  
Educational Process ◽  
Educational Institutions ◽  
Sociological Research ◽  
Analysis Errors

The article describes sociological research methodology referring to the problems of digitalization in education. The authors’ concept of digitalization is defined according to the specific aims of the study, emphasizing the peculiarities of the educational sphere. Digitalization in education can be considered as an introduction and active use of digital technologies at different stages of the educational process. The study has determined that the introduction of digital technologies in education leads to the unintended consequences which can have unanticipated effects on educational institutions and their actors. The unintended consequences are conceptualized using R. Merton’s theoretical perspective and are defined as unexpected, unforeseen results caused by a purposive action. They could be divided into three subgroups: 1) unexpected benefit, 2) unexpected drawback, 3) perverse result. To study the unintended consequences the authors designed a methodological approach which focuses on macro and micro factors which determine attitudes to digitalization on the part of various participants of the educational process. The complex structure of the empirical object is determined by the hypothesis, that the unintended consequences of digitalization vary for different social groups involved in the process of education and highly depend on the context. The educational process is described as a complex system with two major components and structured in accordance with specific spheres in which introduction of digital technologies is possible. In conclusion, authors put forward a hypothesis that the suggested methodological approach will contribute to relating the unintended consequences of digitalization to their sources, also identified by R. Merton: ignorance or incomplete analysis; errors in analysis of the problem or following outdated habits; immediate interests overriding the long-term ones; following basic values which require / prohibit certain actions; self-defeating prophecy. Keywords: digitalization, socio-educational sphere, education, unintended consequences, attitudes to digitalization

Sign in / Sign up

Export Citation Format

Share Document