REVIEW OF AUTOMATED SYSTEMS SUPPORT OF EDUCATIONAL PROCESS

Distance education in Ukraine has undergone significant growth over the past two years. It has provided opportunities for millions of undergraduate and graduate students to continue learning in a variety of forms and ways, including online learning, internships, competitions, research, dissertation defenses, field experience reports, seminars and forums in quarantine. In contrast to Ukraine, according to the results of a survey of some higher educational institutions during the epidemic period, the degree of student dissatisfaction with distance learning on the Internet is generally high. In contrast to Ukraine, according to the results of a survey of some higher educational institutions in the world during the epidemic period, the degree of student dissatisfaction with distance learning on the Internet is generally high. In the realities of our country, distance learning is much more popular with students, since there is no need to be in the lecture hall, and it is also impossible to determine who completed the homework: student or someone else. On the other hand, the workload for teachers has increased due to the need to create and administer distance courses, presentations, multimedia labs and others. These factors contribute to an increase in dissatisfaction with the distance education process among university teachers. The overall response of students and teachers to distance education is related to the challenges of transition and adaptation. First, opinions regarding the negative impact of long-term use of electronic products cannot be ignored. Secondly, there is a problem associated with the lack of technical support and personal space at home for students. Any pandemic causes high levels of stress in the population. It is associated with uncertainty and loss of control over the situation. The COVID-19 pandemic has worsened the pre-existing mental health of both students and teachers. This is mainly due to the closure of educational institutions, the loss of work and study hours, limited social ties, and a heavy load of educational material. To ensure a sufficient level of quality of distance learning, it is necessary to use automated learning support systems. They provide an opportunity to objectively assess and maintain academic integrity for students. That is why the purpose of this work is to do overview of existing popular and most widely used automated learning support systems and to compare their functionality for design of a new system that will provide the required quality of learning. The overview made it possible to determine that a high-quality automated learning support system in a distance learning environment should contain at least the following parts: preparation of course elements by teachers, anonymous assessment of the course by students, attendance control, student recognition, exchange of teaching resources, exchange of professional knowledge and skills, conducting various types of control activities and homework, meetings and seminars, Web-based laboratories, Internet library and others. Also, the system must be cross-platform and supported on a computer, TV, mobile phone, tablet and other common gadgets based on the existing today operating systems.

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Implementing Learning Support Systems

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch160 ◽

2011 ◽

pp. 1125-1133

Author(s):

J. Bernardes ◽

J. O’Donoghue

Keyword(s):

Information Technology ◽

Educational Technology ◽

Distance Learning ◽

Support Systems ◽

Type Material ◽

The Internet ◽

Learning Support ◽

Good Teaching ◽

Effective Learning ◽

Academic Professions

Kearsley (1998) writes that “technology is often seen as a quick fix, a siren song,” and warns that “educational technology is a distraction … from what matters most— effective learning and good teaching.” The approach taken often seems more in the vein of entertainment than education, with television-type material creating an expectation of how information will be presented; the linkup of the Internet and television through streamed video may just exacerbate this. It is our view that information technology (IT) is unlikely to create empty institutions delivering distance learning, but is more likely to create distanceless learning, which is actually more accessible to all potential students. What this implies, and few in the academic professions yet understand properly, is that the whole business of delivering teaching is likely to be transformed in a way that has not happened for generations. While it is possible to develop IT-based approaches that, to some extent, mirror traditional methods of remote learning by isolated individuals and which has little or nothing to do with lifelong experiences or expertise, most academics will find themselves forced to confront very basic questions about what it is that they are trying to achieve and how they might best go about achieving those desired outcomes.

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Research on the impact of distance learning during the COVID-19 pandemic on the lifestyle and quality of education of medical students. Experience of the obstetrics and gynecology department

Уральский медицинский журнал ◽

10.52420/2071-5943-2021-20-1-103-108 ◽

2021 ◽

Vol 20 (1) ◽

pp. 103-108

Author(s):

T. A. Oboskalova ◽

Е. V. Kudryavtseva ◽

M. V. Koval

Keyword(s):

Distance Education ◽

Distance Learning ◽

Medical Students ◽

Educational Institutions ◽

Quality Of Education ◽

Obstetrics And Gynecology ◽

Degree Of Satisfaction ◽

Satisfaction With Education ◽

The Impact

Introduction. To prevent the spread of the COVID-19 pandemic, medical educational institutions have moved o quarantine with distance learning. It was implemented suddenly and imperatively, which can have long-term consequences not only in the form of a decrease in the quality of education, but also in the form of certain psychological problems for both students and faculty.Aims: to assess the impact of the forced transition to distance learning during the pandemic of a new coronavirus infection on the lifestyle and the degree of satisfaction with education of medical students.Materials and methods. A one-stage descriptive study was carried out in which 165 students of the 4th-5th year of the Faculty of Medicine and Prevention, who studied remotely at the Department of Obstetrics and Gynecology, took part in it. Among them, an anonymous survey was conducted, which included questions of lifestyle, degree of satisfaction and their opinion on the quality of education.Results. According to the results of the questioning, distance education influenced the lifestyle of the majority of the students surveyed — 32% began to get better sleep, 26% noted the appearance of sleep disorders. With regard to the nutrition of students, a similar picture is observed — 55% began to eat more regularly and balanced, 21% - ate excessively. Only 7.3% students are most actively involved in the distance learning process, most are periodically distracted (88.5%) or are engaged in other activities (4.2%). The theoretical component of distance learning was assessed by students quite high — 7.7 ± 2.4 points. However, the practical skills caused a lot of dissatisfaction were rated low 4.1 ± 2.4 points. Among the advantages of distance education — 92.7% singled out time and financial savings. Of the shortcomings — 86.1% indicated the lack of work with patients.Conclusions. The transfer of medical students to distance education entails not only a possible decrease in the quality of education and student motivation to study, but also a significant change in lifestyle.

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

SHS Web of Conferences ◽

10.1051/shsconf/202112103007 ◽

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.

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Regulation of Educational Activities as a Factor in Ensuring the Quality of Higher Education under Restrictions (COVID-19)

Revista Gestão Inovação e Tecnologias ◽

10.47059/revistageintec.v11i4.2462 ◽

2021 ◽

Vol 11 (4) ◽

pp. 4320-4330

Author(s):

Sergey Sergeevich Zenin ◽

Elena Vasilievna Kaimakova ◽

Oleg Nikolayevich Makarov ◽

Yulia Lenarovna Vysochina ◽

Sergey Anatolyevich Makushkin

Keyword(s):

Higher Education ◽

Distance Education ◽

Distance Learning ◽

Higher Education Institutions ◽

Quality Standards ◽

Standard Setting ◽

Educational Institutions ◽

Remote Work ◽

Quality Of Higher Education

The article presents the results of the study of standard-setting activities of higher education institutions (certain aspects of said activities under the conditions of the pandemic). The authors conclude that the conditions of the pandemic and the transition to remote work determined the need for corrections in the legislation governing the activities of educational institutions to maintain the level of quality of higher education. In particular, due to students’ mass transition to distance learning, there is a need to create quality standards for distance education and the attestation procedure for universities using blended and distance learning.

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Distance Education and the Open University of Brazil

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v20i4.4132 ◽

2019 ◽

Vol 20 (4) ◽

Author(s):

Welinton Baxto ◽

Rosana Amaro ◽

Joao Mattar

Keyword(s):

Distance Education ◽

Educational Institutions ◽

Federal State ◽

Open University ◽

Learning Support ◽

Ministry Of Education ◽

Entrance Exam ◽

Educational Law ◽

Face To Face

Correspondence courses have been offered in Brazil since the late 19th century; in the 20th century, instructional media such as radio and television were successfully used long before the introduction of the Internet. However, distance education (DE) was officially established in Brazil only in 1996 by the National Educational Law of Policies and Bases. Several censuses conducted by the Brazilian Ministry of Education and the Brazilian Association of Distance Education (ABED) collected statistics on the number of institutions and students involved in DE in Brazil. Although higher education DE has developed in the country since then, several attempts to create an Open University failed. The institution that is now The Open University of Brazil (UAB), created in 2005, focused mainly on teacher education. However, it is not a new institution (but rather a system of older institutions). It is neither a university (but rather a consortium of public federal, state, and municipal face-to-face educational institutions), nor open (candidates should have at least finished high school and are required to pass a rigorous entrance exam). Although UAB certainly contributed to the progress of DE in Brazil, it faces many challenges and problems, such as the continuously questioned quality of its learning support centers, labor relations, issues related to hiring face-to-face and online tutors, and the structure and organization of producing content for courses. This article presents a brief history and the main characteristics of DE in Brazil, details UAB’s structure, and discusses the challenges it faces.

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SPECIFICS OF TRAINING UKRAINIAN MARITIME SPECIALISTS IN A PANDEMIC: REALITIES OF DISTANCELEARNING

Development of Management and Entrepreneurship Methods on Transport (ONMU) ◽

10.31375/2226-1915-2021-2-108-120 ◽

2021 ◽

pp. 108-120

Author(s):

Iryna Smirnova ◽

◽

Yuliia Zahorodnia ◽

Sergiy Maksymov ◽

◽

...

Keyword(s):

Higher Education ◽

Distance Education ◽

Distance Learning ◽

Educational Process ◽

Educational Institutions ◽

Global Pandemic ◽

The World ◽

Analysis And Synthesis ◽

Theoretical Generalization

Modern higher education institutions faced a huge problem during the global pandemic. The topical issue was the provision of quality educational services to higher education seekers in a pandemic around the world. Many countries in 2020 have decided to use distance learning as the only way to continue the educational process without interrupting it indefinitely. Distance learning today is one of the most effective and promising training systems. The emergence and active spread of distance learning is anadequate response of the education systems of many countries to the processes of integration taking place in the world, the movement towards the information society.Purpose. The purpose of this article is to systematize various aspects of distance education in institutions of the maritime sector of Ukraine in a global pandemic and to find solutions to issues that arise during the development of distance education and training of maritime professionals; identification of positive and negative aspects of the introduction of distance learning.Methods. To solve the problem, the following methods were used: the method of theoretical generalization, the method of analysis and synthesis, the method of systematization, the method of deduction.Results. The analysis of the results of distance learning in maritime institutions was carried out and its strengths and weaknesses were identified. The ways of improving the quality of distance education are analyzed. Further ways of development and improvement of distance learning are proposed.Originality. The basis of the educational process in distance learning is the controlled, intensive and purposeful independent work of a student who can study in a place convenient for himself, according to an individual schedule. In accordance with this, the educational process should be organized in such a way as to ensure the student's independent mastering of the educational material, the implementation and timely deli-very of individual assignments.Output. The main problem of training applicants for higher education in the maritime sector of Ukraine in a pandemic in distance education is the lack of opportunity for cadets to gain practical skills in working with ship equipment that exists in educational institutions. This negatively affects the quality of learning by cadets. In the future, this may lead to increased ship accidents and reduced maritime safety. It is necessary to develop interaction between educational institutions; make full use of technological opportunities; determine the goals and prospects for the development of distance learning, etc.Keywords:distance learning, quality of education, maritime institute, management of marine resources, ship accident rate, pandemic.

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Problems of Distance Education

International Journal of Information and Communication Technologies in Education ◽

10.2478/ijicte-2018-0002 ◽

2018 ◽

Vol 7 (1) ◽

pp. 14-23 ◽

Cited By ~ 2

Author(s):

Rostislav Fojtík

Keyword(s):

Distance Education ◽

Distance Learning ◽

Computer Science ◽

Full Time ◽

Advantages And Disadvantages ◽

E Learning ◽

Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

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DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

Vestnik Samarskogo iuridicheskogo instituta ◽

10.37523/sui.2020.40.4.014 ◽

2020 ◽

pp. 87-92

Author(s):

Сергей Александрович Грязнов

Keyword(s):

Higher Education ◽

Distance Education ◽

Distance Learning ◽

Continuing Education ◽

Higher Education Institutions ◽

Educational Technologies ◽

Alternative Form ◽

The Internet ◽

Classical Training ◽

Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

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On the readiness of students to distance learning now

Alma mater Vestnik Vysshey Shkoly ◽

10.20339/am.03-21.055 ◽

2021 ◽

pp. 55-59

Author(s):

O.G. Vasyukov ◽

Keyword(s):

Distance Education ◽

Distance Learning ◽

Software Package ◽

Personal Computers ◽

Current Time ◽

Direct Training ◽

Course Work ◽

Home Computers ◽

Microsoft Office

Examines the positive and negative sides of distance education in aspects of quality of education and economic efficiency of the distance learning software that are used in the training for the selected training areas/specialties. In the course of the research conducted by the method of questioning students, it was revealed that at the current time, 69.7% of students have none of the programs they need for further direct training of their profession on their home computers. Considering the provision of students with the software they need to study basic subjects, it was found that 24.5% of students have Microsoft Office 2007 or earlier installed on their personal computers (PCs) or laptops, that is, SOFTWARE that is already considered obsolete. Thus, almost every fourth student, when performing practical, laboratory, course work using a software package for working in the office, experiences difficulties. In the course of the research conducted by the method of questioning students, it was revealed that at the current time, 69.7% of students have none of the programs they need for further direct training of their profession on their home computers. Considering the provision of students with the software they need to study basic subjects, it was found that 24.5% of students have Microsoft Office 2007 or earlier installed on their personal computers (PCs) or laptops, that is, SOFTWARE that is already considered obsolete. Thus, almost every fourth student, when performing practical, laboratory, course work using a software package for working in the office, experiences difficulties. Why the computer works even slower and with various failures and failures. Moreover, the specified percentage may also be even higher, since 8.6% of students could not answer what OS they have installed. Studying in the traditional form of training, this lack of hardware and SOFTWARE is eliminated, since in the University’s computer classes, there are PCs that support reliable operation with Windows 10 and Microsoft Office 2010 and are protected from viruses and attacks by installed and constantly updated antivirus programs. The article reveals the problems that affect the quality of students’ education when switching to distance learning. Namely, the absence or non-compliance of Hardware and SOFTWARE for students’ computers and laptops with modern requirements for Hardware and SOFTWARE for performing teachers’ tasks. The author concludes that when switching to full distance education in technical specialties, the state will lose, according to the most optimistic forecasts, from 19.8 to 69.7% of well-prepared students only because their education does not meet modern requirements.

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