Organized Online Learning of Students in Universities and Schools: Didactics and Methodology

This article discusses the urgent aspects of online learning didactics. They are comprised of, for instance, organization and methods of organized learning, main principles of actions aimed at practical orientation; their objective is combination of the methods of distance learning, formation of efficient skills of students with social mediation, analysis of reasons of errors and their correction, pursuance of success in relevant areas. Organized online learning also provides opportunity for students to use all advantages of digital technologies: flexibility, individual distribution of learning duration, compatibility with other forms of occupation. In addition to digital know-how, organization of learning and independent work of distant students can develop self-discipline, sustainability of acquired skills. Students can use various digital sources of information available under various conditions in addition to that organized under the management of distance learning teacher.

Download Full-text

Students' organism state in conditions of distance learning

SHS Web of Conferences ◽

10.1051/shsconf/202110103014 ◽

2021 ◽

Vol 101 ◽

pp. 03014

Author(s):

O.A. Dragich ◽

K.A. Sidorova ◽

T.A. Yurina ◽

E.V. Plotnikova ◽

N.I. Akhshiyatova

Keyword(s):

Online Learning ◽

Distance Learning ◽

Negative Impact ◽

Self Control ◽

Education Quality ◽

Educational Institutions ◽

Emotional States ◽

Large Share ◽

Active Implementation ◽

Independent Work

In the course of distance learning, the student is located remotely from his teacher, as well as from the educational institutions themselves. Such education is carried out mostly with the use of technologies for studying. Online learning contributes to improving the education quality due to the active implementation of the worldwide educational resources and a large share of independent work. A manifestation of negative impact of such education is stress caused not only by worries about coronavirus situation, but also by changes in the education field. Distance learning implies strict self-control, independence and consciousness of the student, ability to restrain their emotional states.

Download Full-text

PROFESSIONAL (PEDAGOGICAL) PRACTICE OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS IN THE REALITIES OF DISTANT LEARNING

Academic Notes Series Pedagogical Science ◽

10.36550/2415-7988-2021-1-195-77-81 ◽

2021 ◽

Vol 1 (195) ◽

pp. 77-81

Author(s):

Zhanna Koloskova ◽

◽

Maryna Nazarenko ◽

Keyword(s):

Online Learning ◽

Distance Learning ◽

Learning Organization ◽

Digital Technologies ◽

Educational Resources ◽

Educational Technologies ◽

Pedagogical Practice ◽

Asynchronous Mode ◽

Textual Information ◽

Modular Training

The article considers the issue of doing professional (pedagogical) traineeship by university students in a remote form. Based on the analysis of methodological recommendations of the Ministry of Education and Science and educational departments of various universities of Ukraine, the authors consider changes in the content of a remote form of professional pedagogical practice of future teachers and formulate factors that contribute to its organization and fulfillment: the developing of a set of methodological recommendations for trainee students with regard to specifics of the specialty (content of practice by modules, types of activity, determining the procedure for registration and submission of reports, providing samples of documentation); determining the messengers to be used for communication with methodologists and practice leaders; students’ mastering the technologies of online learning – a complex of educational technologies (technologies of developing, projecting, mixed, differentiated, programmed, modular training, etc.), and also information-communication (digital) technologies of creating, compiling and saving, and accessing the electronic educational resources on various subjects (integrated courses), which provide an opportunity to implement the process of remote learning; organization of practice with regular interaction of the subjects of online learning (pupils, teachers, trainee students) during classes and consultations held online and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the chosen specialty to adopt the experience of their teachers-practitioners. Thus, the analysis of the source base provided an opportunity to draw the following conclusions: remote form of industrial pedagogical practice requires: development of a set of methodical recommendations for students-interns taking into account the specifics of the specialty (content of practice by modules, types of activity, determination of the order of registration and submission of reports, provision of samples of documentation); identification of messengers who will communicate with methodologists and practice leaders; mastering by the student of technologies of distance learning - a complex of educational technologies (technologies of developmental, project, mixed, differentiated, programmed, modular training, etc.), and also information and communication (digital) technologies of creation, accumulation, storage and access to electronic educational resources on subjects (integrated courses), which provide an opportunity to implement the process of distance learning; organization of practice with regular interaction of distance learning subjects (students, teachers, trainees) during classes, consultations conducted remotely, and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the profile of the chosen specialty to learn from teachers-practitioners.

Download Full-text

Distance Learning and the Scholarship of Teaching and Learning

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch097 ◽

2011 ◽

pp. 690-694

Author(s):

Alan Altany

Keyword(s):

Online Learning ◽

Distance Learning ◽

Teaching And Learning ◽

Digital Technologies ◽

Scholarship Of Teaching ◽

Modern Age ◽

Transmission Of Information ◽

Common Thread ◽

The Common ◽

Late Modern

Distance learning and the scholarship of teaching and learning (SoTL) are both ancient, yet both are new. Distance learning is now associated with online learning using digital technologies, but it goes back to learning by rudimentary means of correspondence between someone with something to teach and those with a desire or need to learn. Oral stories and traditions preserved and passed on the teaching of individuals and cultures. With the development of writing, epistles, letters, scrolls, then books became the favored medium. In the late modern age, correspondence courses used overland mail delivery for those exchanges, but that was replaced with audio (telephone, audio tapes) and video (television, video tapes) means. The common thread for all those centuries of such distance learning is that the process tended to see learning as transmission of information and knowledge from a knower to relatively passive receivers (students).

Download Full-text

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

Pedagogical Sciences ◽

10.32999/ksu2413-1865/2020-91-17 ◽

2021 ◽

pp. 118-123

Author(s):

Denysenko I.I. ◽

Tarasiuk A.M.

Keyword(s):

High School ◽

Distance Learning ◽

Foreign Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Educational Process ◽

Foreign Languages ◽

Full Time ◽

Technological Basis ◽

Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

Download Full-text

MEGATREND OF DISTANCE EDUCATION: ADVANTAGES, DISADVANTAGES, RISKS

The Educational Discourse a collection of scientific papers ◽

10.33930/ed.2019.5007.26(9)-1 ◽

2020 ◽

pp. 7-18

Author(s):

Dmytro Dzvinchuk

Keyword(s):

Social Networks ◽

Distance Education ◽

Distance Learning ◽

Information Technologies ◽

Educational Process ◽

Free Access ◽

Technical Aspects ◽

Modern Information ◽

Process Loss ◽

Independent Work

The article considers some psychological, pedagogical and technical aspects of the introduction of distance learning. It is emphasized that the main purpose of creating a system of distance education is to ensure free access to educational resources through the use of modern information technologies and social networks and to create conditions for citizens to exercise their rights to education. The main disadvantages of distance education are depersonalization, lack of proper motivation of participants in the educational process, loss of educational and socialization functions of education, hyperbolization of independent work, low level of control over the educational process.

Download Full-text

From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19

Education Sciences ◽

10.3390/educsci11040163 ◽

2021 ◽

Vol 11 (4) ◽

pp. 163

Author(s):

Giusi Antonia Toto ◽

Pierpaolo Limone

Keyword(s):

Distance Learning ◽

School Context ◽

Digital Technologies ◽

Point Of View ◽

View Factor ◽

Regression Analyses ◽

Teachers Perceptions ◽

Professional Perception ◽

The Relationship ◽

Professional Perceptions

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers’ perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

Download Full-text

The effect of new online learning readiness on perceived usefulness of open distance learning implementation during Covid-19 outbreak

10.1063/5.0051618 ◽

2021 ◽

Author(s):

S. A. Siti Nurshahidah ◽

H. Mohd Sufiean ◽

R. Abdul Rauf ◽

Y. Fatimah Yazmin ◽

A. W. Shafezah ◽

...

Keyword(s):

Online Learning ◽

Distance Learning ◽

Perceived Usefulness ◽

Learning Readiness ◽

Online Learning Readiness

Download Full-text

Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

ReCALL ◽

10.1017/s0958344011000267 ◽

2012 ◽

Vol 24 (1) ◽

pp. 3-19 ◽

Cited By ~ 15

Author(s):

Jérôme Eneau ◽

Christine Develotte

Keyword(s):

Online Learning ◽

Distance Learning ◽

Interpersonal Relationships ◽

Learning Experience ◽

The Body ◽

Learning Collaborative ◽

Online Learners ◽

Social And Emotional ◽

Learning Platform ◽

Working Together

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

Download Full-text