scholarly journals Distance Teacher Training in Periods of Emergency (Covid-19 Pandemic)

2021 ◽  
Author(s):  
Panagiotes Anastasiades ◽  
Konstantinos Kotsidis ◽  
Christos Synnefakis ◽  
Alexia Spanoudaki
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Asynchronous Learning ◽  
Pedagogical Issues ◽  
Asynchronous Learning Environments ◽  
Teaching Community ◽  
Fast Pace ◽  
E Learning ◽  
The University ◽  
Teaching Time

The closing of schools at the beginning of spring 2020 in Greece highlighted the need for school distance education to make up for lost teaching time and to maintain learners’ contact with the educational process and other members of the school community. However, the teachers needed support in this urgent situation since they did not have previous experience in school distance education. The Laboratory for Advanced Teaching Technologies for Lifelong Learning and Distance Education (E-Learning Lab) of the University of Crete, attempted to contribute with its own means to the support of these teachers. Within this framework, fast-pace, distance seminars were designed and implemented to support teachers on pedagogical issues of distance education. A total of 20 distance training seminars were conducted from 19March to 29April2020 in which more than 40000 teachers of primary and secondary education in Greece participated. The overall presentation and assessment of the training actions showed not only the enormous interest of the teaching community but also the need for such training actions with particular emphasis on the principles and the methodology of school distance education, synchronous and asynchronous learning environments, and the designing or planning of teaching scenarios based on the pedagogical approaches compatible with distance learning.

scholarly journals Distance Teacher Training during the first COVID Pandemic by the University of Crete | ΕLearningLab

2021 ◽  
pp. 223-231
Author(s):  
Panagiotes Anastasiades ◽  
Konstantinos Kotsidis ◽  
Christos Synnefakis ◽  
Alexia Spanoudaki
Keyword(s):  
Distance Education ◽  
Fast Track ◽  
Asynchronous Learning ◽  
Pedagogical Issues ◽  
Distance Teaching ◽  
Primary And Secondary Education ◽  
Teaching Community ◽  
Asynchronous Learning Environment ◽  
E Learning ◽  
The University

The closing of schools at the beginning of spring 2020, because of the Corona Virus pandemic, featured the need for School Distance Education (SDE). Nevertheless, teachers did not have previous experience in SDE and as a result, they were in need of support in this urgent situation. The Laboratory for Advanced Teaching Technologies for Lifelong Learning and Distance Education (e-Learning Lab) of the University of Crete, attempted to contribute with its own means to the support of teachers who struggled to respond to the challenges of distance teaching resulting from the suspension of schools. Within the above framework, fast track distance seminars were designed and implemented, aiming at the support of teachers on pedagogical issues of Distance Education. During the period from 19 March to 29 April 2020, 20 distance training seminars were conducted, in which more than 40,000 teachers of primary and secondary education from around Greece participated. The overall presentation and assessment of the training actions showed not only the enormous interest of the teaching community but also the need for such training actions with particular emphasis on the principles and the methodology of SDE, on synchronous and asynchronous learning environment as well as the designing or planning of teaching scenarios based on the pedagogical approaches compatible with Distance Learning.

Theory and Practice for Distance Education

2011 ◽  
pp. 119-143 ◽  
Author(s):  
Charles E. Beck ◽  
Gary R. Schornack
Keyword(s):  
Distance Education ◽  
Cost Effective ◽  
Educational Process ◽  
Theory And Practice ◽  
New Thinking ◽  
E Learning ◽  
Time Distance ◽  
Measures Of Effectiveness ◽  
The University ◽  
Rich Content

A new world of distance education demands new thinking. Key components to completing the distance educational system requires that institutions determine how the process is designed, delivered, integrated, and supported. Unfortunately, educational administrators tend to view distance education merely as a process of taking existing readings, exercises, handouts, and posting them to the Web. While this approach may seem cost effective, such an approach is not educationally effective. Although the meaningful transition to e-education has just begun, determining measures of effectiveness and efficiency requires innovations in social and political thought beyond the advances in technology. The educational process requires feedback from the professor, from the student, and from the wider community, especially businesses who hire the graduates. As e-learning and higher education reach new heights, they are changing the functions of the university. E-learning changes all the ground rules, including time, distance, and pedagogy. We now have new ways to reach and interact with students, present rich content in courses, and deliver the technologies of the smart classroom to students, wherever they are in the world.

scholarly journals FOREIGN LANGUAGE TEACHING WITH E-LEARNING ONLINE SYSTEM: FAR EASTERN FEDERAL UNIVERSITY’S EXPERIENCE

2021 ◽  
pp. 7-17
Author(s):  
Наталья Александровна Глушко ◽  
Екатерина Алексеевна Карцева
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Educational Process ◽  
Language Classes ◽  
E Learning ◽  
The University

Введение. Анализируется опыт внедрения дистанционных технологий на занятиях по английскому языку в вузе в условиях вынужденного перехода на удаленный формат работы. Цель – обобщение результатов анкетирования, направленного на выявление отношения студенческого и преподавательского сообществ к переводу образовательного процесса в электронный формат. Материал и методы. Материалом исследования послужили результаты анкетирования, проведенного в первые недели дистанционного обучения английскому языку и по окончании весеннего семестра 2019/20 учебного года. Для решения поставленных задач применялись следующие методы: анализ учебно-методической литературы по вопросам внедрения технологий в образовательный процесс по иностранному языку, анкетирование профессорско-преподавательского состава и студенческого контингента. Результаты и обсуждение. Впервые собраны и обобщены данные опроса об опыте использования электронной среды взамен аудиторной работы при проведении занятий по английскому языку в вузе. Рассматриваются достоинства и недостатки дистанционного обучения иностранным языкам в вузе; выявляется степень удовлетворенности участников образовательного процесса качеством преподавания иностранного языка в новом формате; описываются аспекты и особенности обучения английскому языку в онлайн-среде. Установлено, что основные сложности, с которыми столкнулись преподаватели и студенты на онлайн-занятиях, сопряжены с отсутствием живого общения, при котором задействованы как вербальные, так и невербальные каналы получения информации. В качестве несомненного преимущества удаленного способа работы перед аудиторным выступает организационно-бытовой аспект проведения занятий, что проявляется, прежде всего, в экономии временных затрат. Заключение. Проведение занятий по английскому языку в удаленном формате видится как высококачественная альтернатива традиционным занятиям в тех случаях, когда невозможна организация очной формы обучения в силу различных обстоятельств (пандемия, погодные условия и т. д.). Это обусловлено практической направленностью дисциплины «иностранный язык», при которой особую значимость приобретает живое общение, коммуникация «лицом к лицу». Introduction. The article provides the survey of distance technologies implementation experience in response to forced transition to e-learning environment at the university classes of the English language. The objective of the work is to consolidate and summarize the findings of the questionnaire aimed at identifying students and teachers’ attitude towards the educational process transition to electronic format. Material and methods. Research statistics was taken from the questionnaire conducted in the first couple of weeks of online English classes and at the end of 2019–2020 academic year spring term. In order to solve the task the authors applied the following methods: the analysis of methodological literature on technologies introduction into educational process at English language classes, questionnaire given to university students and teachers. Results and discussion. The paper combines and generalizes the replies to the questionnaire about the very first experience of using e-learning environment fully instead of in-class activities for the English language classes at the university. Advantages and drawbacks of a distance education are mentioned as well as the level of educational process participants’ satisfaction with the language teaching quality within a new format. There are also some special aspects of teaching English online shown. It was defined that during these classes students and teachers had faced the major challenge – the lack of a real-life communication with verbal and nonverbal channels of information exchange. One of the undeniable benefits of a distance education when compared to classroom sessions is organizational aspect, especially time saving. Conclusion. Remote format of the English language classes is considered as a high quality alternative to in-class learning in situations when classroom settings are impossible to be organized due to different circumstances (pandemics, weather conditions, etc.). Practical focus of a “Foreign language” as a subject determines the significance of a real-life face-to-face communication during the classes.

APPLICATION OF VIRTUALIZATION TECHNOLOGIES IN THE CONTEXT OF DIGITALIZATION OF EDUCATION

2021 ◽  
Vol 74 (2) ◽  
pp. 61-67
Author(s):  
B. D. Sydykhov ◽  
◽  
D.U. Ydyrysbayev ◽  
Z.A. Batyrkhan ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Budget Cuts ◽  
Innovative Solutions ◽  
E Learning ◽  
The University ◽  
Computer Labs ◽  
Digital Learning Resources

Today, education is influenced by many factors. Educational institutions face budget cuts, outdated information technology, data security management, and a push to integrate distance learning. Virtualization technologies offer innovative solutions to the problems that arise in this direction. In particular, the extensive use of virtualization in implementing remote and traditional teaching with the use of various e-learning materials, digital learning resources, educational portals, websites, cloud-based technologies. The article presents the directions of the organization of the original educational infrastructure with the use of virtualization technologies implemented by the university in the educational process. This infrastructure provides students and university staff with access to virtual workstations and applications over the Internet, both for working in computer labs at the university and for extracurricular work. Virtualization technologies that characterize the infrastructure functions are presented, which reflect the advantages of this direction, and the final results of research experiments conducted to identify infrastructure problems are presented.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals A Proposed model for improving interactive electronic learning Methods: نموذج مقترح لتحسين منصات التعليم الإلكترونية التفاعلية في الجامعات السورية

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Lama Nazim Al-Droubi
Keyword(s):  
Educational Process ◽  
Educational Institutions ◽  
End User ◽  
Electronic Learning ◽  
Educational Methods ◽  
Proposed Model ◽  
Electronic Board ◽  
Modern Methods ◽  
E Learning ◽  
The University

The aim of this research is to explore the most important features of interactive learning and its impact on the success of the educational process by discussing the educational methods used in the educational institutions and presenting the most important problems observed by students and teachers in the traditional educational process, In the educational institutions, and then try to explore the weakness of the educational process in which students find it difficult to education, by asking a questionnaire directed to different segments of the students were randomly selected from some of the university Which showed the need for students to introduce modern methods in education to increase the effectiveness of education and access to the ability to communicate more with teachers, so we have looked at the most important techniques that entered the educational process (electronic board, Which led to the transformation of the teaching process from its traditional form to interactive e-learning. Thus, relying on MVC technology, we introduced a reliable e-learning model to help interact between the learning process Taking into account the results of the questionnaire we have presented in advance. This model helps to standardize the various e-learning systems as a general framework that can be applied in different languages Software, and can handle various end-user operating platforms such as mobile phones with their various systems, computers, tablets and others.

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

2012 ◽  
pp. 119-140 ◽  
Author(s):  
B. Divjak
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Software ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Undergraduate Study ◽  
E Learning ◽  
The University

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

scholarly journals Applied Model of E-Learning in the Framework of Education for Sustainable Development

2020 ◽  
Vol 12 (16) ◽  
pp. 6420 ◽  
Author(s):  
Tong Zhang ◽  
Zaffar A. Shaikh ◽  
Alexei V. Yumashev ◽  
Monika Chłąd
Keyword(s):  
Sustainable Development ◽  
Distance Education ◽  
Personal Development ◽  
Professional Growth ◽  
Self Regulation ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Individual Growth ◽  
Applied Model ◽  
E Learning

Education for sustainable development is an evolving concept aimed at providing an understanding of the relationship between sustainable development issues and the development of knowledge, skills, perspectives and values, which will enable people of all ages to commit themselves to creating a sustainable future. The aim of the study is the development of a widely applicable model of e-learning, which consists of seven consecutive levels of professional and personal development and is conceptually associated with a self-regulation strategy. The methodological core of such model creation is the theory of niche construction. Its application to the understanding of the systemic educational process allowed the assumption that, under the evolutionary pressure of the educational environment, a person is engaged in self-learning and self-development processes. Thus, needing to adapt to the educational niche’s interaction, the individual affects its development through active inclusion in the training process, showing a personal evolutionary impulse. The system, in turn, affects one’s individual growth through the socialization of his/her personal and professional qualities. The scientific novelty of this article lies in the proposed widely applicable, presumably universal model of distance education, which consists of seven levels of professional development. The results show progress in students’ mastery of skills, which are an integral part of education for sustainable development (ESD), namely, foresight, critical thinking and reflection, systemic thinking, building partnerships, and participating in decision-making. This article also demonstrates the existing functionality of platforms that technologically support the educational process, indicates their strengths and defines areas for further improvement and development within the framework regarding the concept of education for sustainable development. The study outcomes confirm the effectiveness of a universal distance education model for the stable professional growth of tourism and hospitality staff. Thus, it is advisable to implement the model’s conceptual structure into educational programs of modern e-learning systems. Supposed universality of the model opens up the possibility of its use in almost all fields for training personnel.

scholarly journals Experience in the use of distance education at the university

2020 ◽  
pp. 37-43
Author(s):  
Elena N. Yudina
Keyword(s):  
Distance Education ◽  
Personal Experience ◽  
Quantitative Methods ◽  
Educational Process ◽  
Full Time ◽  
Sociological Study ◽  
Qualitative And Quantitative Methods ◽  
Part Time ◽  
The University ◽  
Independent Work

The article analyzes personal experience in distance learning using the Microsoft Teams application. The author defines distance education as a form of interaction between a teacher and a student and a student’s independent work using information technology in accordance with the educational program. The article presents the results of the author’s sociological study, conducted with the help of qualitative and quantitative methods of information collection. 30 free unstructured interviews and a small questionnaire survey were conducted. There were 250 respondents. The results of the survey lead to the conclusion that as a forced measure, most participants in the educational process took this type of training positively. In the future, distance education can be recommended for use in full-time and part-time educational formats.

scholarly journals DEVELOPMENT OF A MODERN E-LEARNING SYSTEM IN THE UNIVERSITY

2020 ◽  
Vol 2 (1) ◽  
pp. 95-102
Author(s):  
V. M. Kukharenko ◽  
◽  
Keyword(s):  
High Efficiency ◽  
Educational Institution ◽  
Educational Process ◽  
Learning System ◽  
Educational Institutions ◽  
Educational Organization ◽  
The World ◽  
E Learning ◽  
The University ◽  
Distance Courses

This paper analyzes the world sources and considers the evolution of the e-learning system in the world, which are necessary for the formation of the e-learning system of the educational institution. The object of research is modern information pedagogical technologies that change the educational process. Subject of research – various educational technologies (distance, mixed, mobile, micro-) learning that influence the effectiveness of the educational process. The purpose is to identify the main elements that create the global e-learning system and to define the structure of the system for use in educational institutions. It is shown that in the first stage distance courses played the role of delivery of educational materials to the student. The development of web 2.0 technology and the advent of LMS have changed the way we learn. Pedagogical theories, the pedagogical instructional model ADDIE, and the use of Bloom's taxonomy allowed for student collaboration and active communication. The distance learning course is focused on achieving and measuring learning outcomes. In the third stage, all components of the world eLearning system are present: methodical, informational, technological, software and technical, personnel, regulatory, planning and development, monitoring and control. The components of the subsystems are variable in nature. Such a system is the basis for the strategy and tactics of the development of the e-learning system in the educational organization and its structural units. The most important is the planning and development subsystem, which defines the ways of development of the educational organization, the strategy and tactics of development of the e-learning system of the university, the required staff potential and the system of professional development of teachers. For its effective work it is necessary to have trained content curators who follow the most influential content curators of the world. Members of this team provide certification for distance courses in accordance with the organization standard. National Technical University "Kharkiv Polytechnic Institute" conducts systematic work in this area, conducts open distance courses for developers, tutors, content curators and experts for teachers of educational institutions of Ukraine. Developed distance courses that measure the competence of trained professionals ensure high efficiency of dual learning. More than 2,100 teachers of educational establishments of Ukraine have enrolled in the open distance courses, more than 320 teachers have successfully completed the courses.

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