scholarly journals REMOTE TEACHING OF INFORMATICS: FEATURES, PROBLEMS, DIGITAL TOOLS

2021 ◽  
pp. 191-202
Author(s):  
Iryna Sokol ◽  
Kyra Stadnychenko
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Approaches To Learning ◽  
Digital Tools ◽  
Full Time ◽  
Digital Learning ◽  
Learning Tools ◽  
Traditional System ◽  
Methodological Principles ◽  
Methods Of Learning

Today, in a pandemic crisis, there is a forced transition from the traditional system of education, designed for full-time «classroom», to a paradigm of learning, where face-to-face stages must be organically combined with remote, and their alternation must occur as required by conditions quarantine restrictions. The usual «quarantine vacations» of previous years have become impossible, when students were able to simply stay at home, and the lost time was further compensated by the intensification of education. Education now faces a situation where views on the basic organizational and methodological principles of learning, the format of the lesson, the use of digital tools, the involvement of students in online work, the use of new distance forms and methods of learning must change. During 2020, significant changes in the regulatory framework took place in education in Ukraine, in particular, the provisions on the distance form of full general secondary education and sanitary regulations for general secondary education institutions were approved, and electronic journals were introduced. However, the analysis of the definitions showed that different documents provide different definitions of the basic concepts of «distance education», «distance learning». Much attention is now being paid to teaching teachers the current way of teaching and the digital tools that can provide it. However, there are still many problems and issues regarding the effectiveness of distance learning, the choice of appropriate programs and services, the rational presentation of educational material. The article highlights a topical issue – providing remote teaching of certain school subjects, in particular the subject «Computer Science». Various methods and approaches to learning are given, digital learning tools tested by the authors of the article are proposed, which can be used as an alternative to local software during distance learning, relevant examples are given.

scholarly journals Mixed training in medical institutions of higher education

2021 ◽  
pp. 99-108
Author(s):  
Гайна Абдуловна Арсаханова
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Distance Learning ◽  
Online Communication ◽  
Educational Environment ◽  
Educational Process ◽  
Full Time ◽  
Digital Learning ◽  
Learning Tools ◽  
The University

Во второй декаде ХХІ века внедрение электронно-цифровых устройств во все звенья общественных отношений достигло выдающихся масштабов, что отмечено и на образовательном процессе учреждений высшего образования. Развитие современной образовательной среды вуза невозможна без использования цифровых средств обучения (ЦСО) таких, как: платформы дистанционного обучения (EQUITY MAPS, GOOGLE CLASSROOM, MOODLE), мобильно-цифровых приложений (CLASSTIME, LEARNINGAPPS, QUIZIZZ) и платформ онлайн связи (GOOGLE MEET, ZOOM, WEBEX). Особое место в контексте внедрения ЦСО принадлежит медицинском образовании, где уровень личной подготовки соискателя (теоретической и практической) очень важен в контексте спасения человеческих жизней. Цифровые средства обучения позволяют использовать  особенности современного соискателя с его постоянными пребыванием в цифровом пространстве с целью обучения до введения ограничительных мер, вызванных пандемией COVID-19. Образовательный процесс не должен останавливаться, и соискатели должны получать качественное образование, но нужно сохранять баланс между аудиторной и дистанционной формой передачи знаний и умений. На помощь участникам образовательного процесса может прийти образовательная технология смешанного обучения. Эта технология обучения достаточно новая и динамично развивается, она незаменима при очной форме обучения. Данная образовательная технология предоставления образовательных услуг сочетает в себе лучшие аспекты и преимущества преподавания в аудитории и интерактивного или дистанционного обучения, создает доступные курсы для соискателей образования, при которых учебный процесс представляет собой систему, состоит из разных частей, которые функционируют в постоянной взаимосвязи друг с другом, образуя целостную образовательную среду вуза. In the second decade of the XXI century, the introduction of electronic and digital devices in all links of public relations reached an outstanding scale, which was also noted in the educational process of higher education institutions. The development of the modern educational environment of the university is impossible without the use of digital learning tools (CSOs) such as: distance learning platforms (EQUITY MAPS, GOOGLE CLASSROOM, MOODLE), mobile digital applications (CLASTIME, LEARNINGAPPS, QUIZIZZ) and online communication platforms (GOOGLE MEET, ZOOM, WEBEX). A special place in the context of the introduction of CSR belongs to medical education, where the level of personal training of the applicant (theoretical and practical) is very important in the context of saving human lives. Digital learning tools allow you to use the features of a modern applicant with his constant stay in the digital space for the purpose of training before the introduction of restrictive measures caused by the COVID-19 pandemic. The educational process should not stop, and applicants should receive a high-quality education, but it is necessary to maintain a balance between classroom and distance forms of knowledge and skills transfer. The educational technology of mixed learning can come to the aid of participants in the educational process. This training technology is quite new and dynamically developing, it is indispensable for full-time training. This educational technology of providing educational services combines the best aspects and advantages of teaching in the classroom and interactive or distance learning, creates accessible courses for educational applicants, in which the educational process is a system, consists of different parts that function in constant interrelation with each other, forming an integral educational environment of the university.

Teachers’ use of digital learning tool for teaching in higher education

2019 ◽  
Vol 11 (3) ◽  
pp. 522-537 ◽  
Author(s):  
Xiang Ying Mei ◽  
Endre Aas ◽  
Magnhild Medgard
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Rapid Development ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Learning Organisation ◽  
Structured Interviews ◽  
Content Type ◽  
Teaching In Higher Education

Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

scholarly journals Collegial Learning and Digital Literacy Education in a Swedish Preschool

2021 ◽  
Author(s):  
Karin Forsling
Keyword(s):  
Digital Literacy ◽  
Special Interest ◽  
Preschool Teachers ◽  
Literacy Education ◽  
Learning Processes ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Learning Tool ◽  
Preschool Development

Abstract This article focuses on preschool teachers’ collegial learning in relation to children's use of digital learning tools in preschool. The aim of the study was to investigate how preschool teachers understand, change, and improve learning situations when digital tools are used, under the supervision of a film educator, a preschool colleague, and a researcher. The results show how five dedicated teachers, without a special interest in digital tools, started using tablets in preschool as a learning tool to achieve the goals in the curriculum regarding communication. The experiment model used in the study is based on design-oriented theories. The design-based experiment provided an opportunity for in-depth reflection among the teachers and a meeting place for collegial learning processes, which can in turn lead to preschool development.

scholarly journals Remote Learning: Fostering Learning of 21st Century Skills through Digital Learning Tools

2021 ◽  
Author(s):  
Shifan Thaha Abdullateef
Keyword(s):  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Discussion Forums ◽  
New Era ◽  
The Impact ◽  
Remote Learning

The shift from in-person to remote learning has have led to crisis management. Teachers find it more challenging as content designing and presentation have to undergo drastic change. Though many face-to-face methodologies could be adapted in the online context, Yet, “one size fits all approach” cannot be standardized in remote learning setups. The critical challenge in this ‘new era’ is to make the learners motivated, productive, and responsible. The study aims to find the impact of four digital tools: Discussion Forums, Kahoot, Padlet, and FlipGrid in fostering 21st-century skills and identify the existing gaps between Remote Learning and instructional activities in the EFL context. The study adopts a quantitative approach. First, it tries to examine the utilization of the digital learning tools under Blackboard by the faculty at the Department of English at Prince Sattam University and find out the impact of digital tools in fostering 21st-century skills on the undergraduate students pursuing level six. From the results of the study, it is evident that digital learning tools empower learners. The study recommends significant changes in the pedagogies. Finally, the study suggests rubrics be taken into consideration while choosing digital tools to foster 21 st century skills.

scholarly journals Distance learning as both a crisis and window of opportunity in student’s perception at Siberian universities

2021 ◽  
Vol 5 (2) ◽  
pp. 29-45
Author(s):  
Dmitry O. Trufanov ◽  
Dmitry V. Savochkin ◽  
Alina D. Maltseva ◽  
Tatyana A. Marchenko
Keyword(s):  
Distance Learning ◽  
Social Deprivation ◽  
Learning Technologies ◽  
Educational Process ◽  
Full Time ◽  
Digital Learning ◽  
Negative Effects ◽  
Educational Activities ◽  
Depth Interview ◽  
Crisis Phenomenon

The relevance of the topic is related to the need of understanding the positive and negative effects of universities transitioning to distance learning. They should be taken into account in the management of the process of digitalization of education. The aim of this article is to study the perception of students of Siberian universities of the transition to distance learning in 2020. The novelty of our approach to the study of this problem is the use of theoretical premises of the phenomenological paradigm and the ethnomethodological approach. This approach allows revealing the representations of distance learning in the personal reality of students as participants in the educational process. The research method is a semi-formalized in-depth interview. This study involved full-time 2nd-4th year students of three universities of the Krasnoyarsk Region. A total of 24 interviews were conducted. The results show that the majority of students perceived the emergency transition to distance learning as a crisis. The conditions of distance learning came into conflict with the subjective meanings and expectations of students in relation to the educational process. Students express negative assessments of the abrupt transition to distance learning, talk about a decrease in educational motivation, a sense of social deprivation after switching to distance learning. The respondents’ answers indicate the experience of anomie, the blurring of student identity, and the sense of losing the meaning of the educational process. Students with an increased level of subjectivity in educational activities more positively perceived the transition to distance learning and saw in it new opportunities for self-development. They have a higher level of internal motivation to achieve personal educational results, and are able to effectively organize their activities in the context of distance learning. In the course of distance learning, most students have become accustomed to this format: there has been a restructuring of everyday practices, the formation of new dispositions that organize educational activities. Despite this, all respondents consider distance learning as an auxiliary format that complements the traditional classroom form of organizing the educational process. This indicates that at present, digital learning technologies are poorly integrated into the system of higher education, which, according to the authors, has become the main factor in students’ experience of the transition to distance learning as a crisis phenomenon.

scholarly journals Parents’ Perspectives on Remote Learning in the Pandemic Context

2021 ◽  
Vol 13 (7) ◽  
pp. 3640
Author(s):  
Linda Daniela ◽  
Zanda Rubene ◽  
Arta Rūdolfa
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Digital Technologies ◽  
School Age Children ◽  
Digital Learning ◽  
Learning Tools ◽  
Social Resilience ◽  
Learning Agents ◽  
Project Life ◽  
Support Students

In the spring of 2020, when the entire education system worldwide switched to distance learning, parents became key learning agents, helping students to understand how to continue learning, how to use digital solutions and how to support students in this process. This article summarizes parents’ views on the distance learning process and the challenges they faced. This is part of a larger study carried out within the project “Life with COVID-19: Evaluation of the overcoming coronavirus crisis in Latvia and recommendations for social resilience in the future” (CoLife), which was launched in Latvia in the summer of 2020 and analyzed what digital learning tools schools can use to support students in their learning. Parents’ views on 738 school-age children (313 responses about 1st–4th graders; 362 responses for 5th–9th graders and 63 responses for 10th–12th graders) were obtained, and the main conclusions were that after parents became learning agents, they would have liked more support from educators to understand how to support their children in the learning process. Parents would also have liked schools to be interested in how their children are doing and whether everything necessary is available. Overall, it can be concluded that in this crisis, parents tried to support their children, and in most cases, it was the mothers of the students who provided this support, but it was primarily based on the need to use digital technologies, which means that children whose parents do not use digital technologies may be more exposed to the danger of falling into a risk group with larger educational gaps.

scholarly journals Transforming Forms and Methods of Learning: Challenges and Opportunities

2021 ◽  
Vol 18 (2) ◽  
pp. 90-98
Author(s):  
L. S. Babynina ◽  
L. V. Kartashova ◽  
Yu. G. Odegov
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Educational Programs ◽  
Educational Process ◽  
Information Support ◽  
Full Time ◽  
Flipped Learning ◽  
Research Activities ◽  
Methods Of Learning

The article examines the state of forms, methods and technologies of education during the period of introduced restrictive measures caused by coronavirus infection. For a generalized assessment of the current situation in the educational environment, the authors used international and Russian studies during 2020 (UNESCO global monitoring of education, reports of the International Talent Development Association, Analytical report of the Ministry of Science and Higher Education, survey results of the RAEX rating agency), scientific articles and their own developments obtained within the framework of research activities in the preparation of management personnel in the framework of the Federal Presidential Program. The problems of the implementation of training that have arisen as a result of the transition to distance learning, both on the part of teachers and on the part of students, are considered. The article analyzes the reaction of students to the preservation of distance learning during the transition to the full-time format. The development of information and communication technologies allows the use of asynchronous, synchronous and blended learning. The authors identified three main problems faced by educational programs. They are associated with the forms and methods of teaching, technical and information support of the educational process, the ratio of distance learning, the transformation of digital and personal competencies of professors. It is noted that forms of blended and distance learning are becoming more and more attractive. To adapt educational programs of all levels to current trends and student needs, the authors propose to use the technology of "flipped classroom" (Flipped Classroom) or "flipped learning" (Flipped Learning).

scholarly journals Remote Learning: Fostering Learning of 21st Century Skills through Digital Learning Tools

2021 ◽  
Vol 7 (1) ◽  
pp. 190-201
Author(s):  
Shifan Thaha Abdullateef
Keyword(s):  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Discussion Forums ◽  
New Era ◽  
The Impact ◽  
Remote Learning

The shift from in-person to remote learning has have led to crisis management. Teachers find it more challenging as content designing and presentation have to undergo drastic change. Though many face-to-face methodologies could be adapted in the online context, Yet, “one size fits all approach” cannot be standardized in remote learning setups. The critical challenge in this ‘new era’ is to make the learners motivated, productive, and responsible. The study aims to find the impact of four digital tools: Discussion Forums, Kahoot, Padlet, and FlipGrid in fostering 21st-century skills and identify the existing gaps between Remote Learning and instructional activities in the EFL context. The study adopts a quantitative approach. First, it tries to examine the utilization of the digital learning tools under Blackboard by the faculty at the Department of English at Prince Sattam University and find out the impact of digital tools in fostering 21st-century skills on the undergraduate students pursuing level six. From the results of the study, it is evident that digital learning tools empower learners. The study recommends significant changes in the pedagogies. Finally, the study suggests rubrics be taken into consideration while choosing digital tools to foster 21 st century skills.

scholarly journals Digital Learning in Speech-Language Pathology, Phoniatrics and Otolaryngology: An Interdisciplinary, Exploratory Analysis of Content, Organizing Structures, and Formats (Preprint)

2021 ◽  
Author(s):  
Yuchen Lin ◽  
Christiane Neuschaefer-Rube
Keyword(s):  
Teaching And Learning ◽  
Digital Tools ◽  
Learning Goals ◽  
Digital Learning ◽  
Learning Tools ◽  
Anatomy And Physiology ◽  
Academic Level ◽  
Language Pathology ◽  
Digital Formats ◽  
Professional Learners

BACKGROUND The digital revolution is vastly transforming healthcare and clinical teaching and learning. Relative to other medical fields, the interdisciplinary fields of speech-language pathology (SLP), phoniatrics, and otolaryngology have been slower on the uptake of digital tools and resources for therapeutic, teaching, and learning purposes – a process recently expedited by the COVID-19 pandemic. While many current teaching and learning tools appear to have restricted or institution-only access, there are many openly accessible tools that have gone largely unexplored. To find, use, and evaluate such resources, it is important to first be familiar with structures, concepts, and formats of existing digital tools. OBJECTIVE The aim of this descriptive study was to investigate current digital learning tools and resources in SLP, phoniatrics, and otolaryngology. Differences in content, learning goals, and digital formats between academic-level-learners and clinical-professional-learners were explored. METHODS A systematic search of generic and academic search engines (e.g., Google, PubMed), the App Store, Google Play, and websites of established SLP, phoniatrics, and otolaryngology organizations was conducted. Using specific search terms and detailed inclusion and exclusion criteria, relevant digital teaching and learning resources were identified. These were organized and analyzed by learner group, content matter, learning goals and architectures, and digital formats. RESULTS A total of 125 digital resources were identified. Within- and between-learner-group differences were investigated. Content-wise, the largest proportion of tools for academic-level-learners pertained to anatomy and physiology (28%) and for clinical-professional-learners, to diagnostic evaluation (25.4%). Between groups, the largest differences were observed for anatomy and physiology (69.9% academic-level-learners vs. 30.2% clinical-professional-learners) and professional issues (28.6% vs. 71.4%). Regarding learning goals, most tools for academic-level-learners targeted performance of a procedural skill (51%) and for clinical-professional-learners, receptive information acquisition (84.6%). Academic-level-learners had more tools supporting higher level learning goals in comparison to clinical-professional-learners, specifically for performing procedural skills (76% vs. 24%) and strategic skills (80% vs. 20%). Visual formats (e.g., pictures/diagrams) dominated across both learner groups. For academic-level-learners, this was followed by interactive formats, especially dynamic apps (22%). For clinical-professional-learners, verbal formats comprised the second largest proportion of tools, particularly text-based resources (24.2%). The greatest between-group differences were observed for interactive formats (68.2% vs. 31.8%). CONCLUSIONS This investigation provides initial insight into openly accessible tools across SLP, phoniatrics, and otolaryngology and their organizing structures. Digital tools in these fields addressed ranging content, though tools for academic-level-learners tend to be greater in number, target higher-level learning goals, and have more interactive formats. Crucial next steps include investigating actual use of such tools in practice and student and professional attitudes to better understand how such resources can be improved or incorporated into current and future learning milieus.

Training Students under the Conditions of the Coronavirus Infection Pandemic: Advantages and Disadvantages

2020 ◽  
Vol 9 (6) ◽  
pp. 39-46
Author(s):  
Yuliya Laamarti
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Education System ◽  
Learning Technologies ◽  
Digital Learning ◽  
Traditional System ◽  
Higher Education System ◽  
Advantages And Disadvantages ◽  
Coronavirus Infection ◽  
Russian Education

The article deals with the problem of introducing distance education in Russia in the context of the coronavirus pandemic. The author reveals the advantages and disadvantages of distance learning in comparison with the usual, traditional, in the higher education system. The article concludes that in a pandemic, distance learning has become a salvation for the higher education system, although in general it has a number of disadvantages. In a pandemic, the transition from the traditional system to distance learning was a salvation for education in general. However, its emergency introduction showed that for the usual traditional Russian education system using only insignificant digital learning technologies, this became a great stress both for the students and for the teachers themselves.

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