DISTANCE FORMS OF LEARNING THROUGH THE EYES OF THE STUDENTS – THE FUTURE TEACHERS

2020 ◽  
Vol 11 (1) ◽  
pp. 30-34
Author(s):  
Snezhanka Georgieva ◽  
◽  
Nora Balanska ◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Experimental Model ◽  
Online Survey ◽  
Educational Process ◽  
Evaluation Stage ◽  
Interactive Models ◽  
Control Evaluation ◽  
School Pedagogy ◽  
Distance Work

The article presents and analyses the results of an online survey on the positives and deficits of distance forms of learning – the only way to ensure the continuity of the educational process in the conditions of the Covid-19 pandemic – based on the answers of 93 students in Preschool Pedagogy and Preschool and Primary School Pedagogy from Episcope Constantine Preslavski University of Shumen. The survey represents the first – research module of a three-module experimental model which also includes an interactive-applied stage (offering interactive models for possible distance work with children from the preparatory groups of kindergarten), and a control-evaluation stage based on the idea of distance learning combined with interactivity.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

scholarly journals The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 188-194
Author(s):  
B. Zhetpisbayeva ◽  
◽  
D. Dyakov ◽  
S. Shunkeyeva ◽  
G. Khamitova ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Technology Use ◽  
Online Survey ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
School Teachers ◽  
University Teachers ◽  
The Republic

This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

scholarly journals Education system readiness to switch to a remote mode of work: pandemic lessons reflection

2021 ◽  
Vol 2 (119) ◽  
pp. 8-18
Author(s):  
Angelina V. Zolotareva ◽  
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Online Survey ◽  
Educational Process ◽  
Teaching Staff ◽  
Educational Organizations ◽  
Survey Analysis ◽  
Digital Ecosystem ◽  
System Readiness ◽  
Psychological Assistance

The article actualizes the problem of the education system readiness to switch to a remote mode of work based on research and reflection on the lessons of the coronavirus pandemic in spring 2020; it substantiated the need for digitalization of the educational process through analysis of trends in the development of education and training using information systems; disclosed approaches to the methodology of digitalization of education in such areas as digital didactics, digital transformation, digital education, digital ecosystem; the concept of «readiness for activity or action» is defined, a theoretical analysis of the organizational, motivational, psychological, material and technical, normative readiness of educational organizations and participants in educational relations for activities in the new conditions of distance learning is provided; it describes the results of a study of the readiness of regional education systems, educational organizations, participants in educational relations (teachers, students and their parents) to work in adistance, remote mode; disclosed research methods (online survey, analysis of websites of educational organizations, study and generalization of experience) and the data of the results of the study of normative, material and technical, informational, organizational readiness, the education system for a remote mode of work, the readiness of teaching staff for new working conditions, as well as the readiness of families of students to study in self-isolation; examples of the best practices for organizing the activities of schools and families of students during the period of the forced transition to distance learning, including forms of rapid response, targeted methodological support of educational organizations in the region, psychological assistance to children and parents in the process of transition to new digital relationship; identified and generalized problems, suggested ways of solving in the near future.

scholarly journals Identification of psychological safety risks for schoolchildren when conversion to distance learning in the context of the COVID-19 pandemic

2020 ◽  
Author(s):  
Ol’ga Savina ◽  
◽  
Ol’ga Smirnova ◽  
Keyword(s):  
Risk Factors ◽  
Distance Learning ◽  
Situation Awareness ◽  
Online Survey ◽  
Well Being ◽  
Educational Environment ◽  
Educational Process ◽  
Stress Factors ◽  
Self Organization ◽  
Prevention Measures

The problem is to identify and track stress factors in connection with the pandemic situation, awareness of possible dangers, and awareness of adolescents about self-defense measures against possible infection. The purpose of the study is to identify and analyze risk factors for the safety of the educational environment in the situation of the COVID - 19. The research methodology: two stages of monitoring the safety risk factors of the school educational environment during the transition and adaptation to distance learning conditions: 1) Express survey (aimed at identifying associations and visual images of the coronavirus situation, assessing anxiety and anxiety and risk factors, self-prevention measures in a pandemic situation);2) online survey. The study involved 76 students in grades 5 and 6 of the Moscow School No. 1505 (34%m., 66% f.). Results. The most significant risks for experiencing psychological well-being in younger adolescents during self-isolation and distant education were the lack of real communication with friends, teachers, restriction in favorite activities, difficulties with self-organization, lack of free time, eye fatigue, restricted movement, difficulties in self-organization and motivation to study, hypercontrol on the part of parents. The changed conditions have led to the reorganization of the school's psychological service, focusing on support and individualized psychological assistance to students, parents, and teachers in solving the triad of life tasks: prevention of maladaptation, failure; adaptation to the new, resilience, development, and growth; sharing responsibility with other participants in the educational process (teachers, class leaders); crisis intervention (on current requests); proactive response to potential risks.

scholarly journals IMPLEMENTATION EXPERIENCE OF DISTANCE LEARNING UNDER THE CIRCUMSTANCES OF THE PANDEMIC

2021 ◽  
pp. 43-55
Author(s):  
Lilia Vasilchenko ◽  
Nataliіa Shatska
Keyword(s):  
Distance Learning ◽  
Online Survey ◽  
Real Life ◽  
Educational Process ◽  
Educational Institutions ◽  
High Prevalence ◽  
Teachers And Students ◽  
E Learning ◽  
Cognitive Activities ◽  
Modern Technologies

The modern information society formulates tasks for the education of professionals who are able to adapt quickly to life situations, acquire the necessary knowledge and apply them in practice without assistance. Problems with the provision of education, which arose during the establishment of quarantine and the introduction of enhanced anti-epidemic measures in areas with a high prevalence of acute respiratory disease caused by the coronavirus, required in real life to find ways to solve them rationally, using modern technologies. The situation made teachers work with information properly, be communicative, work on the development of their own IT competence by themselves. The development of modern technologies has diversified the methods of communication between teachers and students. This article presents an analysis of the implementation of distance learning in the Zaporizhzhia region and focuses on the difficulties faced by teachers, students, their parents, and ways to reduce the problems of introducing distance learning environment in particular. Monitoring the activities of various participants in the educational process provides opportunities to systematize information and provide recommendations for overcoming such difficulties. The experience of 2020 and the results of the survey showed that there was almost no separate distance and e-learning. An online survey was conducted during March 2021 in order to determine the opinion of teachers in the Zaporozhzhia region on the organization of educational and cognitive activities of students in the form of distance learning. The effectiveness of distance learning in educational institutions of the Zaporozhzhia region depends on the technical support of the educational process, the skill of teachers involved in this process, the use of effective communication. Survey participants believe that teacher motivation has less impact on the effectiveness of distance learning than the motivation of the learner. According to many respondents, the schedule of lessons has not changed, but the usual schedule of life has changed dramatically. Many educators emphasize that they work at a computer for more than half a day. Analysis of statistical data and freely expressed opinions of teachers, participants of the survey, suggests that no effective solutions have been found for the organization of "distance" learning, but there are teachers who respond positively to the existing situation and are in innovative search.

scholarly journals University professors ready to work remotely implement distance learning during the COVID 19 pandemic

2020 ◽  
Vol 48 (6) ◽  
pp. 89-102
Author(s):  
Elena B. Puchkova ◽  
◽  
Larisa V. Temnova ◽  
Elena A. Sorokoumova ◽  
Elena I. Cherdymova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Work Experience ◽  
Online Survey ◽  
New Technologies ◽  
Educational Process ◽  
Psychological State ◽  
Professional Activity ◽  
Self Assessment ◽  
Psychological Burden ◽  
University Teachers

During the COVID 19 pandemic, the forced and widespread transition to distance learning has required restructuring of the entire educational process at the universities, quick adoption of new tools for work in the digital environment, and adaptation to new ways of communication in the teacher-student system. In May 2020, we conducted an anonymous online survey of the 172 Russian university teachers to determine their readiness to distance learning in conditions of self-isolation during the COVID 19 pandemic. We determine that teachers of all ages, different work experience, and various specializations have a similar (not quite successful) level of psychological state when working in a completely remote mode. We find that teachers’ self-assessment of their readiness for distance learning also has medium-low values. The teachers were not prepared to work exclusively in the remote format, regardless of their gender, age, work experience and specialization. Our analysis shows that teachers’ self-assessment of their professional skills differs between a group of young teachers that do not have PhD (which presumably have higher motivation for career growth, self-development, pursuing a PhD degree, promotion) and a group of senior teachers holding PhDs (who, at the time of the survey, had a significant professional status). Our conclusion suggests that the respondents have quite successfully overcome a high psychological burden and the need for a full transition to distance learning, which accompanied their work during the pandemic. Furthermore, we find that Russian university teachers have a high adaptive potential. A quick transition to remote mode, the need to master new technologies and forms of training did not pose any insurmountable problems for the Russian university teachers but became new motivators for their professional development. Further work requires additional research regarding the high "psychological cost" of such restructuring of consciousness and professional activity.

Problems and prospects of distance learning for postgraduate education of doctors

2020 ◽  
Vol 40 (4) ◽  
pp. 5-10
Author(s):  
О. I. Оsokina ◽  
◽  
А. V. Kabantseva ◽  
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Information Technologies ◽  
Educational Institution ◽  
Postgraduate Education ◽  
Educational Process ◽  
Medical Psychology ◽  
Learning And Teaching ◽  
National Medical ◽  
Distance Work

The article is devoted to the problems of continuous professional education of doctors within distance learning. The effectiveness of continuous professional development of specialists in the field of health care, the use of information technologies in the educational process, the introduction of web technologies in distance learning, as well as the factors of efficiency and productivity of distance education have been investigated. The own results of distance learning introduction on the basis of Donetsk national medical university for the doctors who have received special training with a cycle “Medical psychology» during a global quarantine have been presented. Four main categories of problems faced by students and teachers within the distance work have been identified. The ways of solving the established problems have been outlined and the steps of effective organization of distance learning and feedback of students from the cycle “Medical Psychology” have been given. These outlined problems are divided into organizational, competence, learning and teaching, personal — characterological. The solution of the outlined problems can be divided into levels: organizational problems are solved at the level of the educational institution; competence — the level of the educational institution and faculty; educational and methodical — within the profile department or departments; personal-characterological — within the system of interaction “teacher-listener”. Competently organized distance learning improves the educational process, improves the quality and control of acquired knowledge and forms effective feedback.

scholarly journals USING E-ENVIRONMENT AT MATHEMATICS LESSONS IN GRADE OF THE NEW UKRAINIAN SCHOOL

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Nina Rudenko ◽  
◽  
Tatiana Kolomiets ◽  
Denys Shyrokov ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Educational Process ◽  
Mathematics Lesson ◽  
Problem Situations ◽  
Conditions For Learning ◽  
Ability To Act ◽  
Competency Based ◽  
Primary School Pupils ◽  
Intellectual Potential

Due to the reforms that are being carried out in Ukrainian system of education the content, techniques, means and forms of teaching pupils are being updated, which directs the national system of education towards open and flexible competency-based education. In the context of the world trend in development of education, the New Ukrainian School is aimed at educational process that develops pupils’ ability to act using their experience in problem situations as opposed to just accumulating knowledge defined by the standards. One of the most significant subjects, which is learnt by pupils in grade 1, is mathematics, since mathematics is a fundamental science that combines abstract and general knowledge, it is used in all fields of knowledge, and it is a unique means of developing intellectual potential of a personality and their logical thinking. Therefore, it is important to create the proper pedagogical conditions for learning mathematics, which will increase primary school children’s interest to learning and provide development of their abilities during the educational process. One of the main innovations in the field of education is interactive teaching technologies combined with ICT. Due to the challenges posed to humanity by the Covid-19 epidemic, it is now necessary to introduce distance learning, which is possible through the creation of an e-environment in primary school. It is a powerful tool for conducting math lessons and improving the quality of education of primary school pupils. The notions of mathematics lesson in grade 1 in the NUS, distance learning, interactive technologies, e-envi ronment, virtual interactive board are analyzed in the article. Domestic and foreign experience in using information communication technologies and the Internet for teaching in a primary school has been examined. The peculiarities of using e-environment at mathematics lessons in a primary school are considered, informative resources of e-environment are defined, and the technique of using them is described, as they enable to efficiently conduct a distance mathematics lesson in grade 1 in the NUS. The author of the article demonstrates a practical use of the platform for primary school pupils Вчи.юа (Vchy.ua), the tasks of which corresponds to the Typical educational curriculum by O. Savchenko; the features of distance lesson planning based on e-environment are described.

scholarly journals WAYS TO INCREASE THE EFFICIENCY OF DISTANCE LEARNING FOR STUDENTS OF PRIMARY EDUCATION SPECIALTY

2020 ◽  
pp. 47-58
Author(s):  
Iryna Lapshyna
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Global Education ◽  
Preschool Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Alternative Form ◽  
Teachers And Students ◽  
Distance Learning Technologies ◽  
Massive Outflow

The article deals with the organization of distance learning for students of pedagogical specialties, in particular, primary and preschool education. The problem of inhibiting distance learning at all levels of education may be regarded in the context of methodological and psychological unpreparedness of both teachers and students. Refusal to actively introduce distance learning as an alternative form of traditional education significantly reduces the level of competitiveness of the Ukrainian education system in the global education market and weakens the country's economy, as it leads to a massive outflow of intellectual potential of our students abroad. The purpose of the article is to identify ways to improve the quality and effectiveness of training future primary school teachers to implement distance education in future professional activities. A significant problem that affects the development of distance learning technologies is the lack of inherent skills and demand for distance learning among students of secondary schools. Most educational skills are formed in primary school. However, at this stage the vast majority of children do not encounter distance learning, do not get acquainted with the principles of distance learning. The analysis of the factors influencing the quality of the educational process is carried out, the reasons for their occurrence are established and the ways of compensating for negative factors are determined. The article covers the correlation between the experience gained during training, teachers and the quality use of distance learning methods during the working process. The article focuses on the role of motivation for distance teachers and students, as well as the fundamental methods of its formation. It is shown that the motivation of distance learners depends on the structure and organization of distance learning. The article deals with the psychological, content, methodological and organizational aspects of electronic forms of education. The article also substantiates the relevance of electronic forms of education. The scientific-theoretical, methodological and technological ways of realizing distance learning forms at all levels of education: primary, general secondary, specialized and higher are considered.

scholarly journals Transition of Universities to Distance Mode During the Pandemic: Problems and Possible Risks

2020 ◽  
Vol 24 (5) ◽  
pp. 72-81
Author(s):  
D. A. Shtykhno ◽  
L. V. Konstantinova ◽  
N. N. Gagiev
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Educational Inequality ◽  
Educational Process ◽  
Quality Of Education ◽  
The Future ◽  
Distance Work ◽  
The University ◽  
University Community

The aim of the work is to analyze key problems and risks that have arisen in connection with the transfer of universities to distance educational activities during the introduction of strict restrictions related to the coronavirus pandemic. Among the main objectives of the study – identification of problems in the field of educational inequality, quality of education, the complexity of the educational process and cost of educational services as well as research experience of Plekhanov Russian University of Economics, as one of the leading Russian universities, to overcome these problems in the period of the pandemic.Materials and methods. The analysis used data from sociological studies about attitude of university students and lecturers to distance learning conducted by expert organizations during the pandemic, analytical and informational materials of universities and bibliographic sources. Secondary analysis and interpretation of the results of sociological surveys, systematization and classification of theoretical and factual materials were used, analysis of management practices and experience of universities in the conditions of extreme transition to remote mode, including in comparison with foreign universities.Results. The study identified the key problems faced by the university community during the transition to distance work, among which are the growth of educational inequality, the dependence of the quality of education not only on the capabilities of educational institutions, but also on the competencies and technical capabilities of students and lecturers; increased academic load on both students and lecturers; possible quality reduction due to the spread of online education; the rising cost of education.The response of state authorities to the new “challenges” of the pandemic was timely: the regulatory framework was brought into line with modern conditions, the format of holding operational meetings of working groups with representatives of the university community was introduced and free access to a variety of domestic online courses was opened.Actions of Plekhanov Russian University of Economics to overcome threats during the pandemic, such as the revision of norms of time for calculating academic load, providing temporary use of laptops, webcams, organization of unlimited access to the largest electronic platforms for online learning, carrying out activities for administrative and teaching staff on issues of distance work, developing temporary local acts, organization of “Hot line” allowed to go into distance mode. Conclusion. Higher education institutions have passed a serious test for the strength and effectiveness of their work. Some countries, such as Brazil and a number of developing countries, have not been able to fully overcome the effects of the pandemic and switch to distance operation. The activities of the Ministry of Science and Higher Education and the University Community of the Russian Federation have demonstrated high efficiency and cohesion.Distance education will not completely replace classical full-time education. The future development of the higher education system will be influenced by two multidirectional trends of support and rejection of the full distance learning format. However, the coronavirus pandemic has shown the possible effectiveness of converting part of the learning to digital format, which will make learning more flexible, personalized and effective in the future.

Sign in / Sign up

Export Citation Format

Share Document