scholarly journals Comparative features of distance learning in regional universities

Author(s):  
S. T. Kokhan ◽  
N. I. Vinogradova ◽  
Yu. V. Sarudeykina

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.

Author(s):  
Victor X. Wang

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.


2021 ◽  
pp. 67-74
Author(s):  
Ирина Геннадьевна Алмазова ◽  
Ирина Владимировна Кондакова ◽  
Наталья Александровна Нехороших

Подчеркивается необходимость своевременного вычленения и качественного анализа проблем дистанционного обучения, учета предпочтений и интересов обучающихся и преподавателей вуза, консолидации их усилий по преодолению трудностей и решению проблем, связанных с объективными и субъективными ситуациями, особенностями использования технологий дистанционного обучения при организации образовательного процесса в университете. Описаны особенности использования дистанционной формы организации обучения в вузе. Приведены данные, полученные при исследовании (опросе) влияния применения технологий дистанционного обучения на здоровье студентов 1–5-го курсов очной и заочной формы обучения направления подготовки 44.03.05 Педагогическое образование (с двумя профилями подготовки) Института психологии и педагогики Елецкого государственного университета им. И. А. Бунина. The article describes the need for timely identification and qualitative analysis of the problems of distance learning, taking into account the preferences and interests of students and university teachers, consolidating their efforts to overcome difficulties and solve problems related to objective and subjective situations, the peculiarities of using distance learning technologies in the organization of the educational process at the university. In the current situation, burdened by the spread of a new coronavirus acute respiratory infection, which is caused by the coronavirus SARS-CoV-2 (2019-nCoV), the world education system (including higher education) is forced to turn to distance learning technologies. These technologies allow you to work remotely, maintaining the necessary distance, protecting the health of people (both students, teachers, and employees of higher educational institutions), excluding their close interaction during training, scientific research, in the admission campaign, in extracurricular work, etc. The authors describe the features of using the remote form of organizing training at the university so that it contributes to the maximum saving of students ‘ health, has a positive effect on their physical and mental state; minimizes the viral load in a difficult epidemiological situation; increases and develops digital literacy of students; “opens” new opportunities for remote work for the teaching staff. The article provides the data obtained in the study (survey) of the impact of the use of distance learning technologies on the health of the full-time and part-time students of the 1st – 5th year of studies of the area of training 44.03.05 Pedagogical education (with two training profiles) of the Institute of Psychology and Pedagogy Bunin Yelets State University.


Author(s):  
Svitlana Martynenko

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


2021 ◽  
Vol 295 ◽  
pp. 05002
Author(s):  
Leonid Doliner ◽  
Vladimir Nazarov

In modern educational system reform in Russia, there is a deepening contradiction between the required and real level of professional competence of teachers. One way to overcome this contradiction is the systematic professional development of the teaching staff implemented with the help of distance learning technologies (DLT). One of the means to ensure high quality of training is course evaluation by trainees. It allows for motivation and a high level of training, to understand the directions of the course modification. At the same time, teachers themselves are professional experts in training, and their assessment of the e-course may be more objective than that of the trainees of other professions. Additional vocational education is primarily characterized by a high degree of applied orientation to modern learning technologies. Such are the realities that changes, especially in digital technology in education, are changing rapidly. And it is so fast that, in fact, one person cannot be aware of the full range of directions in which they (the changes) are taking place. This problem can be solved using the DLT through systematic modification of the e-course. The object of the study in this paper is the process of teachers’ training in the system of professional development of pedagogical staff using distance learning technologies. The subject of the study: the mechanism of optimization of elearning distance learning courses used in the system of professional development of pedagogical staff. Research purpose: to identify mechanisms to optimize the effectiveness of e-courses to increase trainees’ motivation, correlation of theory content with practice with the help of trainees themselves under conditions of synergetic approach [1]. Research objectives: a) to identify parameters for improving the effectiveness of e-courses; b) to develop a toolkit for improving the effectiveness of e-courses; c) to develop recommendations for improving the effectiveness of e-courses. The method used in the study is the analysis of pedagogical literature, Google-form-based questionnaire, synthesis, and generalization. The novelty of the study is related to the creation of conditions for modifying e-courses for teachers’ professional development through the examination of the course by the teachers themselves. This article is written within the framework of the Russian Foundation for Basic Research project 19-29-14176 “Building a Fundamental Model of Digital Transformation of the General Education System Using a Digital Platform for Results-Based Education”.


2021 ◽  
Vol 6 (2) ◽  
pp. 22-39
Author(s):  
Aleksandr Kumohin ◽  
Aleksandr Antonovskiy

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.


2018 ◽  
Vol 13 (3) ◽  
pp. 74-77 ◽  
Author(s):  
M. V. Toropova

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.


Author(s):  
O. MATVIICHUK ◽  
A. MATVIICHUK ◽  
R. YEROMENKO ◽  
O. GLADCHENKO ◽  
A. TARAN

The article is devoted to the analysis of the problems of introduction of distance learning in higher educational institutions of Ukraine. The article presents the results of an anonymous survey of research and teaching staff and students of higher education institutions on the use of distance learning technologies in the conditions of national quarantine, conducted by the State Education Quality Service of Ukraine. According to the results of the survey, conclusions were made about the degree of effectiveness and further prospects for the introduction of new teaching methods in a pandemic. In order to identify achievements, possible difficulties and determine the main trends in the further development of distance technologies, the State Service for the Quality of Education of Ukraine conducted an anonymous survey of scientific and pedagogical workers and students of higher education institutions on the use of distance learning technologies in conditions of national quarantine. The survey was conducted from 23.04. to 05.05.2020. 28 391 respondents took part in the survey - 22367 students and 6024 scientific and pedagogical workers. As a result of the research, conclusions were drawn that the distance learning technologies in Ukraine and in the world are rapidly developing and are a promising tool for the provision of educational services. Thus, the introduction of quarantine during the COVID-19 coronavirus pandemic revealed not only new problems in higher education in Ukraine, but also new challenges and opportunities for higher education institutions from three points of view: for students, this is an experience of self-discipline and self-education; for teachers - the use of new methods and tools of distance learning; for structural divisions of universities, this is practical testing of the technical capabilities of distance learning; defining a clear distance learning strategy, where students not only gain knowledge, but also cooperate with teachers in a feedback mode; awareness of the need to quickly master the volume of home education.


2021 ◽  
Author(s):  
OYu Milushkina ◽  
VI Popov ◽  
NA Skoblina ◽  
SV Markelova ◽  
DM Fedotov ◽  
...  

The aim of the study was to assess the readiness of students of a medical university to use distance learning technologies. For this, the staff of the Department of Hygiene of the Pediatric Faculty of the Russian National Research Medical University named after V.I. N.I. Pirogov, questionnaires were developed and distributed through an online service. The study involved 508 people studying at the Russian National Research Medical University named after V.I. N.I. Pirogov and FSBEI HE SSMU. Statistical processing was carried out using Statistica 13.0. 45% of the respondents rated their skill in using electronic devices as “high” and 53% as “basic”. 17.0% of students noted that they experienced a state of stress. Possible causes of stress reactions could be the following facts: 22.0% of respondents worsened interpersonal relationships between fellow students, 23.4% worsened relations with teachers, 13.0% noted a deterioration in health. As a form of quality control of knowledge assimilation, the most widespread (in 91.9% of cases) was the online test control, which in 41.5% of cases was supplemented by an oral interview with a teacher. 74.4% of the respondents were satisfied with the form of knowledge control. The respondents rated the work of the teaching staff at 3.9 ± 0.04 out of 5 possible, the total number of negative assessments was 30.0%. The high readiness of students of a medical university to use distance learning technologies is shown. Careful attention should be paid to identifying persons who have difficulties in adapting to the use of distance learning technologies and work on the formation of health-related competencies in students, which they can implement both in full-time and distance learning.


2005 ◽  
Vol 2 (1) ◽  
pp. 37-55
Author(s):  
William Radecki

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.


Sign in / Sign up

Export Citation Format

Share Document