scholarly journals Distance learning: challenges of mass transition to online earning education

2021 ◽  
pp. 55-58
Author(s):  
D.N. Ivanov ◽  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Technical Problems ◽  
Distant Learning ◽  
Technical Requirements ◽  
Learning Challenges ◽  
Web Camera ◽  
The Way

Discussed is the problem of some range of challenges, specific for the Russian system of education on the way to massive distant learning in the first half of 2020. The article raises two main questions. The first is the question of providing the conformity of technical requirements, needed for functioning of programs, applying for distant learning, with technical capabilities of computers and other gadgets, that students use to get access to online education programs. Author concludes, that this problem may be partially solved by optimization programs for distant learning for using with low end technic. The second question is the way to make impossible student’s cheating while the attestation including fake technical problems (such as non-working web-camera). The author makes the conclusion about necessity of adding to the distant learning complex special addon for monitoring student’s gadgets during the intermediate certification: its operability, using programs and apps in time of exam.

scholarly journals Online teaching Russian practical grammar at a Chinese university during the epidemic

2020 ◽  
Vol 18 (4) ◽  
pp. 383-408
Author(s):  
Wei Zhang ◽  
Liudmila E. Vesnina
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Communication Skills ◽  
Online Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Assessment System ◽  
Learning Abilities ◽  
Distance Learning Technologies ◽  
The Way

Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the quarantine semester on the example of teaching Practical Russian grammar at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching Practical Russian grammar to foreign students and the way distance learning technologies were used. The teachers organized online classes on Practical Russian grammar using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

Coordinating Distance Learning Software Rollout with the Needs and Visions of a Mature Test Organization

2011 ◽  
pp. 15-26
Author(s):  
Luke Fernandez
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Course Management ◽  
State University ◽  
Online Classes ◽  
Education Programs ◽  
Management Software ◽  
Course Management Software ◽  
Learning Software

As online education programs expand across the country, many universities are adopting course management software (CMS) such as Blackboard or WebCT. Although these out-of-the-box solutions may simplify the administration of online classes, they do not comprehensively meet the needs of mature testing organizations. This chapter describes the process that has led Weber State University to reconsider whether an out-of-the-box implementation of WebCT actually is a sensible strategy.

scholarly journals An Interactive Web-Based Tool For Teaching Computer Programming

2016 ◽  
Vol 15 (11) ◽  
pp. 7235-7240
Author(s):  
Amal Abdel-Raouf
Keyword(s):  
Experimental Study ◽  
Distance Learning ◽  
Online Education ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Process ◽  
Computer Programming ◽  
Education Programs ◽  
Web Based ◽  
Management Learning

Lab time dedicated to programming practice in most schools is typically not sufficient for students to succeed as professional programmers. In this paper, we introduce an interactive tool for teaching computer programming. The tool can be used outside the classroom as it is web-based, can be easily integrated with any management learning environment such as BlackBoard, and provides better opportunities for distance learning and online education programs. The tool engages students as active learners and considers student learning styles to effectively improve the learning process. Our experimental study shows that using our tool significantly increased the achievement percentage of our class learning outcomes.

scholarly journals Distance Work with the Preparation of Future Managers of Physical Culture in the Conditions of a Post-Pandemic Society

2021 ◽  
Vol 12 (4) ◽  
pp. 305-315
Author(s):  
Svitlana Kryshtanovych ◽  
Valentyna Horoshko ◽  
Olha Pasko ◽  
Liudmyla Prudka ◽  
Ihor Grynyk
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Learning Process ◽  
Education Institution ◽  
Physical Culture ◽  
Technical Problems ◽  
Stage Of Development ◽  
Teachers And Students ◽  
Training Resources ◽  
Distance Work

Due to the spread of the Covid-19 virus, all countries began to introduce quarantine measures, which led to the closure of all higher education institution indefinitely. They were forced to switch to a distance learning process in a short time. The readiness for this process was different, purely technical problems arose - the lack of the Internet, computers, educational materials on the network. And most importantly, the teachers are not ready for distance learning. The IT industry was the first to respond to the needs of teachers and students in physical culture and sports: the power of channels was increased, a large number of services and tools for teaching appeared. For video conferencing, the ZOOM tool turned out to be very popular, a large number of blogs with training recommendations were published on social networks, distance courses were held on the development of training resources and the organization of training. After the weakening of quarantine in the world, it became clear that humanity has entered a new stage of development, where distance learning will play a big role. Therefore, it is important to analyze the results of the distance learning process and determine the priority ways of developing online education in training future managers of physical culture and sports. The article is devoted to the problems of using distance work in the training of future managers of physical culture and sports.

scholarly journals Education of international migrants’ children during the pandemic

2020 ◽  
Author(s):  
Е.А. Омельченко
Keyword(s):  
Distance Learning ◽  
Social Isolation ◽  
Quality Education ◽  
Technical Problems ◽  
Internet Connection ◽  
The World ◽  
Coronavirus Infection ◽  
International Migrants ◽  
The Way

Весной 2020 года, когда мир охватила пандемия новой коронавирусной инфекции, многие дети из семей мигрантов, как и другие школьники, столкнулись с необходимостью перехода на дистанционное обучение. Для многих маленьких мигрантов переход на освоение знаний в режиме онлайн оказался невозможным из-за отсутствия гаджетов и компьютеров, нестабильного интернета или его полного отсутствия. Но, кроме чисто технических проблем, возникли и другие препятствия на пути к получению этой категорией детей качественного образования. Среди них – невозможность получения дополнительных консультаций, сокращение сферы коммуникации на новом для них языке и социальная изоляция. В статье анализируется влияние, которое оказало распространение коронавирусной инфекции, на сферу обучения и интеграции детей из семей международных мигрантов. During the spring 2020, when the world was captured by the new coronavirus contagion, many children from migrants’ families along with other students, faced the need of transition to a distance learning. For many little migrants the process of gaining knowledge online appeared to be unreal because they do not have any gadgets or computers, their internet connection is unstable or absent. But, besides clear technical problems, there arose other obstacles on the way to good quality education for this category of children. The obstacles involve the impossibility to get supplementary language consultations, a cutback of the sphere of communication with the use of a language that is new for such children, a social isolation. The author of the article analyzes an influence that the spread of coronavirus infection has made on the sphere of education and integration of children from the families of international migrants.

scholarly journals Distance learning in a pandemic: difficulties and advantages

2021 ◽  
Vol 2021 (1 (134)) ◽  
pp. 16-23
Author(s):  
Nataliia Shylina
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Online Education ◽  
Social Life ◽  
Learning Technologies ◽  
Educational Process ◽  
Survey Method ◽  
Technical Problems ◽  
Advantages And Disadvantages ◽  
Psychological Difficulties

The article is devoted to the problem of distance education, namely, education and upbringing under pandemic conditions. The relevance of the use of new computer and information learning technologies has been demonstrated. The connection of information technologies with the “Z” generation has been outlined as the main education idea of the person of the future. The issue of the coronavirus epidemic, which forced the urgent restructuring of all spheres of people’s social life around the world, is addressed in the article. As a result, the problem of the global transition to distance learning under severe quarantine is becoming urgent. The author analyses domestic and foreign pedagogical experience of distance education. Among domestic authors, this problem was studied by O. Kuznetsova, E. Naumenko, O. Onishchenko. Actually, O. Kuznetsova highlights the advantages and disadvantages of distance learning. Foreign researches highlight the technical problems of online education, as well as the problems that lie beyond the purview of technology. These are the problems as follows: student’s ability to communicate and play is limited by the environment within the Internet. These elements are critical to students' ability to develop their emotional and social intelligence. Teachers try to deliver personalised instruction to students in a virtual setting, and the responsibility, instead, falls to parents who may not be up to the task. Many students’ dormitories do not promote learning. The purpose of our study was to analyse the conditions of distance learning according to the following criteria: organisational and methodological support, technical support, psychological difficulties in accordance with the example of Odessa National O. S. Popov Academy of Telecommunications (ONAT). Thus, the availability of normative documents and provision of remote content has been analysed. 80 teachers and 150 students used the survey method and revealed that firstly, which online resources teachers most often use during distance education and secondly, what technical and psychological difficulties the participants of the educational process face. The data were analysed and fixed in the table.

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