USE OF TOOLS AND SERVICES OF CLOUD-BASED SYSTEMS IN TEACHERS’ TRAINING AND PROFESSIONAL DEVELOPMENT: ASPECT OF AUGMENTED REALITY

Large Scale ◽

Educational Process ◽

Open Education ◽

Full Time ◽

Science System ◽

The article reveals the aspect of using augmented reality (AR) as a means of a cloud-based open education and science system. Research methods: analysis, generalization, systematization of scientific-methodical sources on the research problem, analysis of cloud-based tools and services, determination of theoretical bases of teacher professional development on using cloud-oriented systems of open education and science. In the context of open science, the interest of scientists in the use of ICT during the period of the large-scale COVID-19 pandemic was analyzed and it was found that the number of publications in the areas of use of information and communication technologies, the introduction of distance learning, the development of information and communication and STEM competence has increased rapidly. The survey of lyceums teachers resulted that teachers chose three simple means for organizing distance learning, as well as the direct dependence in the choice of these means – digital analogs of full-time education (Zoom – lesson, Viber – diary, website – school announcements). The author considered the issue of the lack of high-quality digital content and the use of AR-objects, implemented using the MERGE Cube technology, in pedagogical practice. The cloud-based system of using MERGE Cube for learning is described, the stages of using MERGE Cube in the educational process, the criteria for the quality of AR-content (correspondence of virtual additions to the content of the lesson or the topic being studied; sound effects emphasize artistic or other meaning; video fragments demonstrate processes, events or video instructions by content; the process of playing AR objects is simple, intuitive; the process of playing AR is technically stable; the text font is dynamic; 3D images are clear; AR objects are reproduced in various operating systems). The author draws attention to the need to develop instructions and digital maps for the lesson. It was found that the key factor in the spread of AR technology in education is open access to educational content and the development of teachers’ relevant competencies.

DISTANCE EDUCATIONAL PROCESS AT THE UNIVERSITY: ADVANTAGES, PROBLEMS AND OPINIONS OF STUDENTS

AZIMUTH OF SCIENTIFIC RESEARCH: PEDAGOGY AND PSYCHOLOGY ◽

10.26140/anip-2021-1001-0013 ◽

2021 ◽

Vol 10 (34) ◽

Author(s):

I.V GORDEEVA ◽

Keyword(s):

Distance Learning ◽

Educational Process ◽

Point Of View ◽

Full Time ◽

First Year Students ◽

Technical Problems ◽

Advantages And Disadvantages ◽

On Line

In the context of digitalization of all spheres of everyday, industrial and public life, higher and secondary vocational education have the opportunity to move to a new level using modern information and communication technologies and involve the largest possible student audience into the learning process. Experience in the field of distance learning over the past decades shows that this form of educational process organization has a number of advantages over traditional forms of training. Among these advantages are democracy, lower cost of training, the opportunity to participate in the educational process in conditions of territorial separation, combining training with other types of activities, etc. At the same time, in the process of distance learning, the teacher and students also face a number of problems associated with the lack of the possibility of personal and emotional non-verbal contacts, when communication "person-person" is replaced by communication "person-computer". In the context of the forced transition of all higher educational institutions of the Russian Federation to distance learning due to a difficult epidemic situation, it became possible to assess the advantages and disadvantages of this form of training from the point of view of full-time students who had no previous experience of on-line education. A comparative analysis of the opinions of first-year students of the Ural State University of Economics and the college of this university shows that the respondents named the main advantages of distance learning a greater freedom in conducting classes in the absence of constant control and the possibility of combining education with other activities. The main disadvantages are the lack of feedback from the teacher due to distancing, as well as technical problems. The lack of emotional contact with educators was found to be a more serious problem for college students than for university students. It can be concluded that distance learning is more in line with the needs and capabilities of adult learners, and specific forms of organizing classes need to be adapted to the conditions of a specific audience.

Benefits and risks of switching to distance learning in a pandemic

Perspectives of science and education ◽

10.32744/pse.2020.6.7 ◽

2020 ◽

Vol 48 (6) ◽

pp. 78-88

Author(s):

Elena V. Frolova ◽

◽

Olga V. Rogach ◽

Tatyana M. Ryabova ◽

◽

...

Keyword(s):

Distance Learning ◽

Poor Quality ◽

Educational Process ◽

Technical Equipment ◽

Full Time ◽

Russian State ◽

Part Time

Introduction. The need to maintain social isolation in the spread of COVID-19 required educational organizations to implement accelerated measures to introduce distance learning. The purpose of this study is to assess the level of adaptation of students from Russian universities to new educational practices, the benefits and risks of distance learning in the COVID-19 pandemic. Materials and methods. The study was conducted from May to early July 2020 in the form of a questionnaire survey of senior students of the full-time and part-time modes of study at the Russian State Social University (N=146; girls – 58.9%, boys – 41.1%). Results. The results of the study show the success of students’ adaptation to distance learning; most of the respondents did not experience any difficulties in organizing the educational process remotely. Students’ problems relate to a change in the format of interaction with a teacher, an increase in the teaching load, an insufficient level of material-and-technical equipment of the workplace. The results of the study showed that in the context of distance learning, the emphasis in the teacher’s work shifted onto the demonstration of videos (27.4%). Only 9.6% of the respondents indicated that the teacher used business games at lessons; 5.5% – virtual reality technologies; presentations were mentioned by 1.4% of the respondents. Lack of “live communication” with the teacher, poor quality of feedback with him/her, decreased motivation and interest in learning are the key limitations of distance learning effectiveness. Students’ interest in distance learning is determined by such parameters as the teacher’s charisma (79.5%), his/her ability to keep the listeners’ attention (57.5%), the level of use of digital innovative technologies (72.6%). Conclusions. According to the research results, the authors come to the conclusion that the compensators of the identified problems can be: the widespread use of information and communication technologies in the educational process, increasing the level of interactivity of the lessons, flexibility and an individual approach in organizing training, the teacher’s personal interest, support for student feedback.

Neotecnicismo - a Retomada do Tecnicismo em Novas Bases

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2018v19n1p10-16 ◽

2018 ◽

Vol 19 (1) ◽

pp. 10

Author(s):

Andréa Villela Mafra da Silva

Keyword(s):

Large Scale ◽

Quality Criteria ◽

Educational Process ◽

Educational Policies ◽

Present Moment ◽

Total Quality ◽

Use Of Technology ◽

Technical Rationality

Trata-se de um artigo de revisão, que busca estudar o contexto neotecnicista mais recente, apresentado agora sob a forma de um processo de ensino e aprendizagem centrado nos resultados, em que se propõe a mesma racionalidade técnica dos anos setenta, para assim garantir a efciência e a produtividade na educação. Fazendo um resgate da história da educação brasileira, já na década de setenta, a confguração do discurso pedagógico estava atrelada aos princípios de racionalidade, efciência e produtividade. A pedagogia tecnicista estruturava o processo educativo em uma perspectiva operacional. Reportando-se ao momento atual, ao se examinar as políticas educacionais se encontra a ideia do neotecnicismo atrelada às avaliações de larga escala, com base nos conceitos de efciência, de produtividade e de qualidade total. Nesse contexto, a estratégia parece ser a incorporação das tecnologias na educação no primado da dimensão técnica. Em outras palavras, o neotecnicismo pedagógico se faz presente nas atuais políticas educacionais, que enfatizam o critério da qualidade com base na utilização das tecnologias como estratégia de adequação da educação escolar à sociedade da informação. A pesquisa é bibliográfca com aportes em artigos científcos e documentos ofciais. O estudo conclui que o paradigma neotecnicista poderá trazer novas formas de racionalização do sistema educativo, especialmente, através de concepções educacionais ancoradas no discurso da qualidade total na educação.Palavras-chave: Políticas Educacionais. Neotecnicismo. Tecnologias de Informação e Comunicação.AbstractThis is a review article that seeks to study the latest neotechnical context, now presented in the form of a teaching and centered learning results, which proposes the same technical rationality of the seventies in order to ensure the efciency and productivity in education. Making a rescue of the history of Brazilian education, already in the seventies, the confguration of the pedagogical discourse was associated with the principles of rationality, efciency and productivity. The technicist pedagogy structured the educational process in an operational perspective. Referring to the present moment, as the educational policies are examined is the idea of linked neotechnicism to the large-scale assessments based on the concepts of efciency, productivity and overall quality. In this context, the strategy seems to be the incorporation of technology in education in the primacy of the technical dimension. In other words, the pedagogical neotechnicism is present in the current educational policies that emphasize the quality criteria based on the use of technology as a strategy of adaptation of education to the information society. The research is literature with contributions in scientifc papers and ofcial documents . The study concludes that the neotechnical paradigm can bring new ways of streamlining the education system, especially through educational conceptions anchored in total quality discourse in education.Keywords: Educational Policies. Neotechnicism . Information and Communication 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.

PROBLEMS AND CONTRADICTIONS OF DISTANSE LEARNING IN HIGHER EDICATION

Energy saving. Power engineering. Energy audit. ◽

10.20998/2313-8890.2021.05.03 ◽

2021 ◽

pp. 21-29

Author(s):

Tatiana Biliankina

Keyword(s):

Distance Learning ◽

Education System ◽

Training System ◽

Educational Process ◽

Educational Organization ◽

Pedagogical Training ◽

System A ◽

This aticle deals with problems of distance learning in the national universities. The basic pedagogical problems of distance learning. Dedicated pedagogical problems that arise in the implementationof information and communication technologies in the educational process and the organization of pedagogical training system. A number of tasks are presented that require immediate solutions to optimize the use of information and communication technologies in the education system, both in a single educational organization and in the education system as a whole. Some options for solving the problems of distance education are proposed. The necessity of creating an institute of tutoring, as well as the main differences between the teacher of the traditional educational process and the tutor are considered.

Analysis of the Level of Physical Fitness of Students under the Impact of Distance Learning

Development of education ◽

10.31483/r-98720 ◽

2021 ◽

Vol 4 (2) ◽

Author(s):

Elena Gennadevna Ermakova

Keyword(s):

Distance Learning ◽

Physical Education ◽

Physical Fitness ◽

Full Time ◽

Training Techniques ◽

The University ◽

The Impact

The article deals with the problem of the influence of distance learning on the level of physical fitness of students. The use of modern information and communication technologies has led to the creation of a new educational environment, which, as part of the training, has provided students with the opportunity to independently acquire knowledge in the context of constantly updated information. The discipline «Physical Education» is one of the main practical classes in the university program, and in order to assess how the new proposed training conditions will affect the quality of physical fitness of students, we will conduct a study within the framework of physical education classes. The aim of the study is to analyze the impact of distance learning on the level of physical fitness of students. Objectives of the study: to consider the content of distance learning, to analyze the passing of the standard running 100 m., to conduct an experiment and check the impact of distance learning on the level of physical fitness of students, to draw conclusions and make recommendations. The research methods are the generalization of scientific and methodological literature, the method of mathematical statistics, and the pedagogical experiment. Organization and results of the study. The study was conducted with students of the 1st year of full-time study at the Perm State Technical University. As a result of the experiment, it was revealed that during distance learning, the theoretical part of the students mastered better, and in the practical part (running 100 m.), the results deteriorated, since most of the physical culture program was presented in the form of theoretical and methodological-practical sections, and there was no possibility of active and systematic running, mastering technical and tactical training techniques and improving them.

Technological innovations in teaching foreign languages – from connectivism to hyperconnectivity

Филология научные исследования ◽

10.7256/2454-0749.2021.1.34846 ◽

2021 ◽

pp. 11-22

Author(s):

Karina Alekseevna Melezhik ◽

Aleksandr Dem'yanovich Petrenko ◽

Danuta Mikhailovna Khrabskova

Keyword(s):

Distance Learning ◽

English Language ◽

New Technologies ◽

Educational Process ◽

Theory And Practice ◽

Foreign Languages ◽

Pedagogical Practice ◽

The subject of this research is the influencing factors of information and communication technologies upon the theory and practice of teaching English language in the institutional and noninstitutional environments. The object of this research is the analysis of structure and content of Android and iPhone applications. Special attention is given to the development of mobile services as a prevalent model of using information and communication technologies, which open the possibility for individualized range of hyperconnectivity regulated by resource of a personal phone. The authors examine distance learning, which allows implementing innovations and creativity, employs new technologies, performs social task on expansion of technologically uniform educational space. The main conclusions are as follows: 1) of e-learning pedagogy requires the results of pedagogical practice in both, institutional and noninstitutional programs and courses; 2) the modern online learning of English language features new methods of implementation of hyperconnectivity in the Internet on the basis of technological and pedagogical innovations, active interactions and common culture. The scientific novelty consists in the statement that the use of distance learning is especially relevant on the current stage of modernization of education system, as it incorporates innovation technologies of teacher-student interaction. The current situation is characterized by the long-term trends associated with globalization socioeconomic relations, as well as by COVID-19 pandemic that requires taking immediate and radical measures in order to ensure protection of educational community from possible disastrous consequences in record time. The primary task of the authors consists in the analysis of relevant aspects of using information and communication technologies of teaching foreign languages, namely mobile applications, as well as in substantiation of the thesis on transition from collective connectivism towards individual hyperconnectivity in the educational process.

The digital didactics as a discipline of masters training program

RUDN Journal of Informatization in Education ◽

10.22363/2312-8631-2021-18-2-180-187 ◽

2021 ◽

Vol 18 (2) ◽

pp. 180-187

Author(s):

Vita I. Glizburg

Keyword(s):

Big Data ◽

Distance Learning ◽

Blended Learning ◽

Learning Organization ◽

Digital Technologies ◽

Educational Environment ◽

Educational Process ◽

Problem and goal. The problem lies in the effectiveness of the formation of motivation for the productive information activities among the subjects of the educational process. The goal is determined by the need to train specialists, taking into account changes in the field of education that have occurred due to the introduction of digital technologies in education and risks of digitalization generated by technogenic processes in the educational environment. Methodology. The author's programs and funds of evaluation tools were used, practical tasks and research project topics were developed to include them in the programs of pedagogical and industrial practices of undergraduates. The materials are based on the author's developments, which are reflected in the textbooks. In practice, the following technologies have found methodological justification for the implementation of the discipline: information and communication technologies for universal use, Big Data, distance learning, blended learning, organization of project activities of students. Results. The introduction of the discipline Digital Didactics allows undergraduates to form new competencies. Conclusion. The competencies formed during the training of the discipline Digital Didactics enable to take into account the existing changes in the field of education.

TEACHING OF CLINICAL ANATOMY AND OPERATIVE SURGERY TO FOREIGN STUDENTS IN REMOTE CONDITIONS: ADVANTAGES AND DISADVANTAGES

Clinical & experimental pathology ◽

10.24061/1727-4338.xx.1.75.2021.15 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

T.I. Gargula

Keyword(s):

Distance Learning ◽

Teaching Methods ◽

Foreign Students ◽

Educational Process ◽

Clinical Anatomy ◽

Advantages And Disadvantages ◽

Operative Surgery ◽

Clinical Thinking

The introduction of distance learning in higher educational medical estalishments underconditions of pandemia has led to a reorganization of the educational process usingnew teaching methods, information and communication technologies (online platforms,video communication programs). In the system of training a qualified physician, clinicalanatomy and operative surgery occupy a leading place, as it develops clinical thinking,stimulates teamwork and is the basis for further study of surgery.The aim of the article - to highlight the advantages and disadvantages of teachingclinical anatomy and operative surgery to foreign students in terms of distance learningand ways to improve them.Conclusions. The study of clinical anatomy and operative surgery by foreign studentsin the context of distance learning has a number of advantages and disadvantagescompared to the traditional form. The use of the online platform Moodle (with studymaterials) and the Microsoft Teams service made it possible to conduct video lecturesand seminars online using interactive teaching methods that promote the motivationincrease and independence of foreign students. "Virtual" operational interventions usingan interactive method is a business game which allows not only to study the stages ofoperations but also to consolidate the algorithm of actions in different circumstances. Theuse of virtual and augmented reality technologies in the educational process becomes theclinical anatomy mastering better, makes it possible to improve its surgical component,which is especially important in the absence of the possibility of training operations.

ҐЕНЕЗА ТА СУЧАСНИЙ ЗМІСТ ПОНЯТТЯ ЗМІШАНОГО НАВЧАННЯ В ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ ТЕОРІЇ І ПРАКТИЦІ

Information Technologies and Learning Tools ◽

10.33407/itlt.v65i3.2138 ◽

2018 ◽

Vol 65 (3) ◽

pp. 1

Author(s):

Oksana V. Danysko ◽

Larysa A. Semenovska

Keyword(s):

Online Education ◽

Blended Learning ◽

Educational Practice ◽

Educational Programme ◽

Educational Process ◽

Full Time ◽

Adaptive Models ◽

E Learning

Genesis and modern content of the concept «blended learning» in the foreign pedagogical theory are grounded in the article based on modern approaches. The components (traditional full-time education, distance learning (independent and collaborative) and e-learning (synchronous and asynchronous) education) are distinguished. The levels (activity, course, educational programme, university) of practical realization of the blended learning in educational practice are defined. It was determined, that the concept evolved from understanding blended learning as combination of traditional education elements, distance and e-learning with facilities of information and communication technologies to its awareness as synergetic concept of enriching educational experience of educational process subjects. It is realized by means of integration of different strategies and levels of direct and computer-mediated pedagogical cooperation. Conceptual principles of blended learning are distinguished based on generalization and systematization of foreign researchers’ scientific works. First, it can be realized only within the frames of the formal educational programme. Second, it is done under teacher’s control in conditions when one part of educational cooperation takes place in the training room in the process of direct communication (face-to-face); the other part is realized in the mediated virtual environment. It can be individual or group work in the training room, or independent distant work with educational materials, for example, at home; in its turn, it creates possibility for the students of determining time, place, way and/or their pace of learning. Third, such educational cooperation results in forming student’s individual cognitive experience where components of traditional and interactive online-education supplement each other, and are characterized by differentiated, integrative, open, accessible, flexible and adaptive models of physical and virtual interaction.