FEATURES OF THE IMPLEMENTATION OF HIGHER EDUCATIONAL PROGRAMS USING ELECTRONIC LEARNING AND DISTANCE EDUCATIONAL TECHNOLOGIES

Educational Environment ◽

Learning Technologies ◽

Educational Process ◽

Educational Standards ◽

Electronic Information ◽

Electronic Learning ◽

E Learning ◽

Изучены особенности реализации образовательных программ в вузе и представлены средства информационно-коммуникационных технологий. Определены требования образовательных стандартов к обеспечению студентов доступом к электронно-библиотечным системам и электронной информационно-образовательной среде (ЭИОС). Дана характеристика элементов, которые позволяют использовать Moodle: видеоконференции BigBlueButton, семинару, тесту, опросу, видеолекции. Отмечено, что составление интерактивных заданий и разработка обучающих материалов в ЭИОС занимают у преподавателей в два раза больше времени, чем подготовка к аналогичным занятиям в аудитории. Опрос студентов выявил следующее: чем больше академических часов преподаватель уделяет самостоятельной работе, тем менее интересен курс, а соответственно, и ниже уровень знаний. Сделаны выводы о том, что электронное обучение и обучение с применением дистанционных образовательных технологий – данность, которую необходимо принять всем участникам образовательного процесса и максимально адаптировать в своей деятельности, что связано как с условиями реализации образовательного процесса в период пандемии, так и с цифровизацией образования в целом. The article studies the functioning of the electronic information and educational environment in the university and presents the means of information and communication technologies. Based on the analysis of federal educational standards, the requirements of educational standards for providing students with access to electronic library systems and electronic information and educational environment are determined. The characteristics of the elements that allow using Moodle are given: BigBlueButton videoconferences, seminars, tests, polls, video lectures. The results of the study are described, according to which, it was concluded that the preparation of interactive tasks and the development of teaching materials in the EEEP takes teachers twice as long as preparing for similar classes in the classroom, and when interviewing students, the following fact was revealed that the more academic hours the teacher pays to individual work, the less interesting the course is, and, accordingly, the lower the level of knowledge. It is concluded that e-learning and learning with the use of distance learning technologies are a given, that all participants in the educational process need to accept and adapt as much as possible in their activities, which is associated both with the conditions for the implementation of the educational process during the pandemic, and with the digitalization of education in general.

The use of ICT and distance learning technologies in teaching

SHS Web of Conferences ◽

10.1051/shsconf/202111300101 ◽

2021 ◽

Vol 113 ◽

pp. 00101

Author(s):

I.A. Petrozitskaya ◽

I.I. Elkina ◽

E.F. Mazanyuk

Keyword(s):

Distance Learning ◽

Rapid Development ◽

Learning Technologies ◽

Educational Process ◽

Educational Resources ◽

E Learning ◽

Distance Learning Technologies ◽

Pedagogical Innovations

This article is devoted to the use of distance learning technologies in teaching. The authors also distinguish the features of learning using distance learning methods. The authors note that the rapid development of information and communication technologies and the use of e-learning have expanded the possibilities of the educational process and provided opportunities for the general development of students. Practice shows that the use of electronic educational resources improves students’ perception and understanding of the discussed issues, creates more comfortable conditions for learning. However, by means of the systematic use of electronic educational resources in the educational process in combination with traditional teaching methods and pedagogical innovations, the effectiveness of multilevel education has significantly increased. At the same time, there is a qualitative increase in educational results due to the simultaneous impact of several technologies.

ORGANIZATION OF DISTANCE LEARNING FOR MEETING THE NEEDS OF MODERN STUDENTS

Information Technologies and Learning Tools ◽

10.33407/itlt.v45i1.1175 ◽

2015 ◽

Vol 45 (1) ◽

pp. 146

Author(s):

Mariia A. Umryk

Keyword(s):

Distance Learning ◽

Information Technologies ◽

Rapid Development ◽

Learning Technologies ◽

Educational Process ◽

Distance Learning Technologies ◽

The One ◽

Traditional Approaches

The use of modern information technologies, including distance learning, significantly strengthened the traditional approaches to the educational process in higher education institutions. On the one hand, the reason for this is the rapid development of information and communication technologies, and as a consequence, appearance of new modern pedagogical approaches to conducting lectures, practical and laboratory trainings. On the other hand, students also have changed. Under present conditions, they have a number of personal qualities that were not inherent to pupils and students of previous years. The article argues the use of distance learning technologies and the possibilities of modern specialists trained in educational measurements in the field of distance learning.

CLASSICAL DIDACTIC PRINCIPLES AND ELECTRONIC LEARNING ENVIRONMENTS

PRIMO ASPECTU ◽

10.35211/2500-2635-2021-1-45-72-80 ◽

2021 ◽

pp. 72-80

Author(s):

Valentina D. VASILYEVA ◽

Raisa M. PETRUNEVA ◽

Elena D. BERISHEVA

Keyword(s):

Distance Learning ◽

Learning Environments ◽

Communication Technologies ◽

Educational Environment ◽

Learning Tools ◽

State Technical ◽

Electronic Information ◽

Electronic Learning ◽

Information And Communication

The article discusses the didactic aspects of the use of distance learning tools on the example of the electronic information and educational environment (EIEE) of the Volgograd State Technical University (VolgSTU). It is shown that classical didactic principles are also applicable when using information and communication technologies.

MODEL OF FUTURE TEACHERS’ PROFESSIONAL TRAINING FOR TUTORING IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF AN INSTITUTION OF HIGHER EDUCATION

Education Modern Discourses ◽

10.37472/2617-3107-2020-3-09 ◽

2020 ◽

pp. 97-104

Author(s):

Kateryna Osadcha

Keyword(s):

Higher Education ◽

Professional Training ◽

Educational Environment ◽

General Purpose ◽

Learning Technologies ◽

Educational Process ◽

Theory And Practice ◽

Future Teachers ◽

The article is based on a review of scientific and methodological literature, it analyzes the existing models of future teachers’ professional training for tutoring. The aim of the article is to design a model of future teachers’ professional training for tutoring in the information and educational environment of the institution of higher education. As a result of scientific analysis, carried out on the basis of a systematic approach, theory and practice of tutoring, training for tutoring in Ukraine and abroad, the components of training for tutoring have been identified (target, philosophical, theoretical-methodological, informative-processual, criteria-evaluative, resultative). Each component of the designed model has its implementation in the information and educational environment. This model is a set of information and communication technologies (distance learning technologies, general purpose ICT and ICT for tutoring support), which are integrated into the educational process.

Analysis of the features of foreign language teaching using ICT during the pandemic restrictions

Vestnik Majkopskogo gosudarstvennogo tehnologiceskogo universiteta ◽

10.47370/2078-1024-2021-13-3-135-139 ◽

2021 ◽

Vol 13 (3) ◽

Author(s):

M.A. Tlevtsezheva ◽

Keyword(s):

Foreign Language ◽

Educational Environment ◽

Educational Process ◽

Federal State ◽

University Graduates ◽

Electronic Information ◽

Online Format ◽

State Educational

The modern labor market, focused on the level of the technological progress, makes a set of requirements for university graduates, which are based on fluency in a foreign language. The protracted period of the pandemic forced to transfer the educational process in universities to an online format, for which the entire existing potential of e-learning of universities was used (electronic information and educational environment + modern information and communication technologies + competencies of teachers). But the question is whether the employer will be satisfied with the results of teaching young specialists a foreign language through ICT alone. The article makes an attempt to analyze the positive and negative aspects of teaching a foreign language, exclusively using the electronic information and educational environment of an organization. The research methodology and methods. The source base of the study are scientific and journalistic articles on the topic, information from the official website of the Ministry of Science and Higher Education of the Russian Federation "Portal of Federal State Educational Standards". In the research the methods of structural analysis, synthesis, comparison, generalization were used.

Methodology and features of assessing the economic effect of implementing digital educational environment models in secondary vocational and higher education systems

RUDN Journal of Informatization in Education ◽

10.22363/2312-8631-2021-18-1-62-80 ◽

2021 ◽

Vol 18 (1) ◽

pp. 62-80

Author(s):

Alexander V. Fedotov ◽

Elena A. Polushkina

Keyword(s):

Higher Education ◽

Distance Learning ◽

Economic Effect ◽

Educational Programs ◽

Educational Environment ◽

Learning Technologies ◽

Educational Process ◽

Education Systems ◽

E Learning ◽

Problem and goal. The active introduction of e-learning and distance learning technologies in the educational process, the reform of traditional models of learning and education have become priority areas of reforms and initiatives in various national education systems in the 21st century. Given that public spending is the main source of funding for education in the OECD countries, assessing the economic impact of implementing a digital educational environment at different levels of education under pressure on public budgets has become a key issue for national governments and educational organizations, as well as the subject of special research. In Russian practice assessment of the economic effect of the full-scale use of e-learning and distance learning technologies in the implementation of educational programs of secondary professional (training of middle-level specialists) and higher education have not yet been carried out. For these purposes, a methodology has been developed, which, however, needs to be tested. Results. The study identified a list of costs required to ensure the full use of e-learning and distance educational technologies in realization of educational programs of secondary vocational (training of mid-level professionals) and higher (including graduate school) education; the methodlogy for assessing the economic effect of these measures is justified, and calculations are made based on this methodology. Conclusion. The developed methodology has shown its effectiveness and needs further research and quantitative analysis.

Use of information and communication technologies in the conditions of inclusive educational environment

Engineering and Educational Technologies ◽

10.30929/2307-9770.2021.09.01.06 ◽

2021 ◽

Vol 9 (1) ◽

pp. 66-77

Author(s):

Liliia Mykolaivna Potapiuk ◽

◽

Oksana Vitaliivna Dymarchuk ◽

Keyword(s):

Communication Technologies ◽

Educational Needs ◽

Educational Environment ◽

Educational Process ◽

National Standards ◽

Educational Resources ◽

Special Educational Needs ◽

E Learning

The development of the information society involves the use of new pedagogical technologies and appropriate teaching methods. In this regard, information and communication technologies (ICT) have become the most suitable tool that can help people with different learning requirements to exercise their right to education, employment, social life and leisure, as well as access to information. The use of new technologies in education should enhance independence, integration, and equal opportunities for all. Thus, the problem of effective use of digital technologies in the process of organizing the educational process of people with special educational needs is relevant. The aim of the work was to analyze the features of the use of electronic educational resources in an inclusive educational environment. To do this, we used the method of analysis of special pedagogical literature and national standards. The article highlights the need to use electronic educational resources adapted for people with special educational needs in higher education institutions. Based on the analysis of scientific works and national standards of Ukraine, the use of conceptual and terminological apparatus is specified, as well as the main qualities and provisions for the development of EER for people with special needs are identified. Attention is also drawn to the fact that electronic educational resources require compliance with additional requirements. Accordingly, there is a problem of developing quality EER that could meet the individual needs of all individuals. The authors also draw attention to the difficulties and their causes that arise during the organization of e-learning for participants in the educational process (teachers, students, parents). It is substantiated that distance learning technologies provide equal rights for education and future profession to persons with special educational needs, which is especially relevant during a pandemic. It is determined that the main effectiveness of the use of distance technologies for training people with SEN depends on the methods and models of distance learning, and analyzed its main stages. Significant success of distance education in an inclusive educational environment depends on the means and interaction of participants in the educational process. The practical experience of using the Moodle distance platform in the process of organizing e-learning for people with special educational needs is summarized.

Heterogeneous electronic information and educational environment of the university – a problem or an opportunity?

Samara Journal of Science ◽

10.17816/snv202094304 ◽

2020 ◽

Vol 9 (4) ◽

pp. 290-295

Author(s):

Tatiana Valerianovna Dobudko ◽

Natalia Vladimirovna Malova ◽

Olga Isaakovna Pugach

Keyword(s):

Computer Science ◽

Professional Education ◽

Optimal Level ◽

Educational Environment ◽

Learning Technologies ◽

Educational Process ◽

Full Time ◽

Electronic Information ◽

E Learning ◽

The University

E-learning technologies in the context of full-time and distance education have long passed the stage of innovation and have become an integral part of modern professional education. However, a number of issues related to the implementation and maintenance of the educational process based on e-learning are still relevant. This paper analyzes the problem of unification of software products, cloud technologies and services that form the electronic information and educational environment (EIEE) of a university. The authors interpret homogeneity and heterogeneity concepts in the context of the EIEE and illustrate the industry specifics of requirements and expectations for homogeneity. It is clearly proved that the heterogeneous EIEE of the university acts as a useful object/model of study when training specialists for work in cultural institutions in the fields of computer science and computer engineering, applied computer science. In these cases the EIEE structure of the university through the provision of experience develops students readiness for subsequent formal and non-formal life-long training. The paper also presents tools for assessing the existing level of heterogeneity of the EIEE and a method of expert evaluation that allows to predict the optimal level of heterogeneity-homogeneity for the EIEE of a particular university.

Exploring Factors Influencing Mobile Learning in Higher Education – A Systematic Review

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v15i12.22503 ◽

2021 ◽

Vol 15 (12) ◽

pp. 140

Author(s):

Yuvika Gupta ◽

Farheen Mujeeb Khan ◽

Sonal Agarwal

Keyword(s):

Higher Education ◽

Mobile Learning ◽

Learning Technologies ◽

Asynchronous Learning ◽

Portable Devices ◽

Electronic Learning ◽

Learning And Teaching ◽

E Learning

<p>In order to facilitate effective learning experiences for the students, mobile learning (m-learning) has evolved as a powerful component of education – learning and teaching. M-learning, as opposed to electronic learning (e-learning) which uses small and portable devices along with laptops and desktops, uses mostly small and portable technological tools. M-learning assists in imparting knowledge focusing on the need of the learner, accessibility, infrastructure, and interaction, irrespective of the place and time. With rapid advancements in Information and Communication Technologies (ICT) and mobile devices, myriad applications (apps) and innovative m-learning and e-learning services are being developed and launched at an unprecedented pace. For students representing different demographics (age, education level, class, socioeconomic status, location, etc.) and enrolled in higher education, m-learning has quickly become the modern style and preferred format of learning and accessing knowledge for its ease of integrating different modes of learning. Motivated by this novel m-learning learning movement, this study synthesizes existing research on m-learning technologies, technological platforms that cater to both synchronous and asynchronous learning/teaching modalities for students and teachers at institutions of higher education.</p>

Using Distance Learning in the Process of Professional Training in the Context of the COVID-19 Pandemic

Postmodern Openings ◽

10.18662/po/12.4/381 ◽

2021 ◽

Vol 12 (4) ◽

pp. 389-400

Author(s):

Oksana Tsiuniak ◽

Iryna Myhovych ◽

Lidiia Khomych ◽

Margaryta Noskova ◽

Mаria Kopchuk-Kashetska

Keyword(s):

Distance Learning ◽

Communication Technologies ◽

Learning Technologies ◽

Educational Process ◽

Educational Activity ◽

Teaching Methodology ◽

Stage Of Development ◽

Due to the threat of the spread of coronavirus, in order to organize and conduct classes, as well as to ensure the continuity of the educational process during the quarantine period, educational institutions are recommended to conduct classes in the mode of remote support of the educational process. Distance learning is a form of education using computer and telecommunication technologies that provide interactive interaction between teachers and students at different stages of training, as well as independent work with information network materials. The article reveals the importance of using distance learning technologies at the present stage of development of information and communication technologies in the process of training future teachers. The place and role of distance learning technologies in the higher education system is determined. It is noted that with the development of the technical capabilities of the teaching methodology and technology, the means of the teacher's educational activity change. It became possible to use new organizational forms of the educational process, using information and communication technologies. The idea of what a postmodern person should be like, what competencies should have, is changing.