Distance Learning: Overview and Recommendations for the ARL MSRC PET Training Program

2002 ◽  
Author(s):  
Mary B. Walker
Keyword(s):  
Distance Learning ◽  
Training Program

scholarly journals Pelatihan E-learning Google Classroom Bagi Kelompok Kerja Kepala Sekolah Dasar (K3SD) Kecamatan Banjarmasin Utara

2021 ◽  
Vol 3 (4) ◽  
pp. 415
Author(s):  
Agus Hadi Utama ◽  
Hamsi Mansur ◽  
Sulistyo Rini ◽  
Adrie Satrio
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
Training Program ◽  
Video Streaming ◽  
Actual Condition ◽  
Knowledge And Skills ◽  
Content Development ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

Berdasarkan hasil inisiasi pengamatan lembaga mitra yang dilakukan oleh tim Pengabdian Masyarakat Prodi Teknologi Pendidikan FKIP ULM, terungkap bahwa banyak guru yang masih minim dalam melaksanakan pembelajaran daring/jarak-jauh atau E-learning di masa pandemi COVID-19. Hal ini disebabkan oleh kurangnya pengetahuan dan keterampilan guru untuk mengembangkan dan mengoptimalkan konten dan fitur-fitur E-learning platform Google classroom. Kegiatan penelitian dan pengabdian masyarakat ini bertujuan untuk: 1) untuk mengetahui kondisi faktual pelaksanaan pembelajaran daring/pembelajaran jarak jauh (PJJ) berbasis Google classroom di lembaga mitra. 2) melaksanakan program pelatihan mengembangkan konten dan optimalisasi penggunaan fitur-fitur Google classroom pada lembaga mitra. 3) untuk meningkatkan pengetahuan dan keterampilan guru dalam pengembangan konten dan optimalisasi penggunaan fitur-fitur Google classroom melalui desiminasi E-book praktis bagi lembaga mitra. Metode pelaksanaan kegiatan pelatihan mengadopsi pola pelaksanaan penelitian tindakan meliputi tiga tahapan, yaitu: perencanaan program, pelaksanaan program, observasi dan evaluasi program/refleksi. Hasil penelitian menunujukkan kondisi faktual pembelajaran daring/ PJJ atau penggunaan E-learning Google classroom di SDN Kec. Banjarmasin Utara adalah sebagai berikut: 1) kondisi faktual pelaksanaan pembelajaran daring/PJJ menggunakan E-learning terungkap bahwa guru-guru SDN Kec. Banjarmasin Utara sudah terbiasa mengembangkan konten pembelajaran Google classroom, seperti: Power point, Youtube, dan Portable document format, sehingga program pelatihan difokuskan kepada optimalisasi penggunaan fitur-fitur Google classroom dan desiminasi produk E-book praktis penggunaan Google classroom bagi lembaga mitra. Pelatihan pengembangkan konten dan optimalisasi fitur-fitur Google classroom dibagi kedalam lima sesi, yaitu: 1) pengantar Google classroom, 2) mengakses Google classroom dan membuat kelas, 3) Video streaming, 4) Classwork material: Assignment, Quiz, Question, 5) People: Grade & Grading.     Based on the results observations of partner institutions conducted by the researcher team of the education technology study program, Universitas Lambung Mangkurat, it was revealed that teachers are still lacking in carrying out online/distance learning during the COVID-19 pandemic because the teacher's lack of knowledge and skills to develop and optimize the content and features by using google classroom. This research activity aims 1) to know the actual condition of implementing online/distance learning using google classroom. 2) implement a training program to develop content and optimize the use of google classroom features. 3) to improve teachers' knowledge and skills in content development and optimization the use of google classroom features using e-books usage guides for partner institutions. Implementing the training program uses three stages: 1) program planning, 2) program implementation and 3) program evaluating/reflections. The results of the study showed the factual condition of online/distance learning using google classroom at elementary school North Banjarmasin district is as follows: 1) the implementation of online/distance learning revealed that teachers at elementary school North Banjarmasin district is accustomed to developing google classroom learning content, such as PowerPoint, YouTube, and portable document formats so that the training program is focused on optimizing the use of google classroom features using e-books usage guides for partner institutions. The content development training and optimization of google classroom features are divided into five sessions: 1) introduction to google classroom, 2) access google classroom and create classes, 3) video streaming, 4) classwork material: assignment, quiz, question, 5) people: grade & grading. 

scholarly journals INTEGRATED SUPPORT PROGRAM ENVIRONMENT FOR "MATLOG" DISTANCE LEARNING COURSE: CONCEPT, ARCHITECTURE AND REALIZATION

1970 ◽  
Vol 9 (1) ◽  
Author(s):  
Yurii I. Sinko
Keyword(s):  
Distance Learning ◽  
Training Program ◽  
Learning System ◽  
Support Program ◽  
Mathematical Activity ◽  
Conceptual Approach ◽  
Distance Learning System ◽  
Program Environment

In the article the conceptual approach to construction of own mathematics training program systems with support of practical mathematical activity and use them as components of distance learning system is submitted; the basic requirements and architecture of such program systems, principles and technologies of realization are considered.

scholarly journals Flexible programs for remote advanced training of design engineers

2019 ◽  
Vol 23 (3) ◽  
pp. 62-71
Author(s):  
A. P. Isaev ◽  
L. V. Plotnikov
Keyword(s):  
Distance Learning ◽  
Comparative Analysis ◽  
Training Program ◽  
Professional Education ◽  
Professional Growth ◽  
Advanced Training ◽  
Education Programs ◽  
Design Engineers ◽  
Remote Training ◽  
E Learning

 The aim of the work is to study the new opportunities for increasing the effectiveness of additional professional education programs implemented using e-learning technologies, and to evaluate the developed methodological tools and methods for solving this problem. According to the authors, qualitative changes in the results of distance learning are more associated with organizational and methodological innovations and improvement of the content, rather than the development of information technologies. A brief review of e-learning literature is provided. Analysis of successful online courses was performed. It is shown that there are new opportunities to improve performance through the use of organizational and methodological innovations. The main methods of the research were system and comparative analysis, pedagogical modeling, content analysis, expert assessment and other empirical methods of pedagogy. The main material for the article was obtained during the development and experience of the distance implementation of the educational program of additional professional education to improve the qualifications of design engineers. The tasks associated with improving the efficiency of e-learning were highlighted. The main drawbacks of the programs of additional professional education typical for both traditional and distance forms have been identified. The author’s definition of the concept of flexibility of educational programs has been proposed and the basic requirements for flexible training programs have been formulated, and the new features of these programs for students have been shown. The article presents the competence description of the content of the program of additional professional education in the form of a three-package structure of electronic learning resources with an integrated virtual workshop. A comparative analysis of the three packages of electronic educational resources was carried out. Differences and the possibilities of their use in academic work were shown. The process of learning with a three-pack content is discussed in detail on the basis of a graphical model. The example relates to the program of advanced training for young engineers. The features of educational work that are realized in the form of an individual trajectory of mastering professional competencies that appear due to a flexible training program are highlighted. The description of the process of forming an individual distance learning trajectory and working conditions in a virtual workshop is presented in the article. Results. Based on the analysis of the experience of the implementation of the flexible program of remote training, it was concluded that such a program can eliminate or minimize the identified shortcomings of most advanced professional education programs. The effectiveness of the identified ways to eliminate the shortcomings in the programs of additional professional education has been confirmed in the experience of implementing a flexible program of remote advanced training for design engineers. It is shown that students can easily adapt the content of the program to their individual needs for professional development due to the flexibility of the three-package training program. The authors presented a model of the organization of remote training, which can ensure the professional growth of design engineers with different levels of special training and experience due to its flexibility. The conclusion is made about the need for flexible programs of additional professional education to increase the effectiveness of the continuous development of the professionalism of specialists working in high-tech industries. 

scholarly journals Analysis of the Effectiveness of Different Types of Distance Learning

2022 ◽  
Vol 11 (1) ◽  
pp. 273-285
Author(s):  
Jera Gregorc ◽  
Alenka Humar
Keyword(s):  
Physical Activity ◽  
Distance Learning ◽  
Training Program ◽  
Online Instruction ◽  
Teaching Method ◽  
Student Participation ◽  
Strength Development ◽  
Different Types ◽  
General Physical ◽  
In The Beginning

<p style="text-align: justify;">The purpose of this paper is to determine the relevance of turning the camera on or off during distance learning as an argument for active or passive student participation. Seventy-five (75) students participated in the study and were divided into five groups (1-5) according to teaching method (i.e., synchronous instruction online with camera (1) and without camera (2), synchronous transmission of the recording online with camera (3) and without camera (4) and received the online instruction (5)) only. In the beginning and at the end, all students were tested with the same adapted test to determine general physical and motor status. All groups had the same training program twice a week for 45 minutes for 7 weeks. The first training of the week was dedicated to strength development, the second to endurance. In the end, all participants completed a questionnaire to determine their additional physical activity and how they felt about using a camera. The camera being turned on was identified as a factor that made participants uncomfortable but contributed significantly to the effectiveness of the course. However, 94.6 % of all participants cited non-camera methods as their favourite.</p>

scholarly journals Evaluation of distance learning IMCI training program: the case of Tanzania

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Lulu M. Muhe ◽  
Nemes Iriya ◽  
Felixambrose Bundala ◽  
Mary Azayo ◽  
Maryam Juma Bakari ◽  
...  
Keyword(s):  
Distance Learning ◽  
Training Program

Going the Distance with Life Centered Career Education

1994 ◽  
Vol 13 (1) ◽  
pp. 64-67 ◽  
Author(s):  
Donn E. Brolin ◽  
Iva Dean Cook ◽  
Stephen O'keefe
Keyword(s):  
Public Schools ◽  
Distance Learning ◽  
Training Program ◽  
Rural Areas ◽  
Career Education ◽  
School Personnel ◽  
Transition Services ◽  
University Campuses ◽  
New Information ◽  
K 12

Federal and state mandates to provide transition services to students in the public schools requires educators to be trained to understand the concept and how to implement appropriate instruction and collaborative efforts in their programs. The authors of this article describe a distance learning project which can provide school personnel this training via satellite technology, on-campus courses, or inservice activities from their own staff. The Life Centered Career Education (LCCE) Curriculum, a comprehensive K-12 functional/life skills approach, is the focus of this training program. The distance learning option of the training program should be especially appealing to educators in rural areas for whom the cost and time involved in traveling to university campuses often limits their access to new information and training.

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