2021 ◽  
Vol 7 (3B) ◽  
pp. 518-526
Author(s):  
Larysa Korzh-Usenko ◽  
Oksana Kuznetsova ◽  
Viktoriia Pryma ◽  
Yulia Сheryshchuk ◽  
Olena Riabinina ◽  
...  

The objective of the research was to discuss distance education as a current and necessary object for contemporary education. The following research methods were used in the article: literature study, analysis, synthesis, methods of theoretical generalization. According to the solution research hypothesis, the following main tasks were: to define the concept of "distance learning"; to reveal the advantages and disadvantages of distance learning in education. It is concluded that: although there are disagreements about distance education as a tool in presential school; its use is a path of no return. Teachers and technicians must be equipped to update and use them in a common way in their daily lives.


2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Elena Z. Vlasova ◽  
Elizaveta A. Barakhsanova ◽  
Svetlana V. Goncharova ◽  
Tatyana S. Ilina ◽  
Pavel A. Aksyutin

In the modern world of education, the level of digital technology development plays a decisive role in the competitiveness of educational institutions. The transition to digital education is considered a key driving force for the development of any university. In recent years, pedagogical universities have made tangible progress in many areas of digital development. However, the introduction of digital technologies (DT) in the educational process reached its peak during the pandemic. This study aims to identify the distinctive features in the work of a teacher at a pedagogical university during the pandemic. The study revealed the following: the doubts of the teachers with no e-learning experience; didactically effective digital technologies in the educational process, the combined use of which ensures the synergistic effectiveness of e-learning; students’ attitude towards the quality of the e-learning process during the pandemic. Given the identified problems and positive aspects, the results of the study can be used to further develop a strategy for the digitalization of teacher education. The study proved that effective digitalization of the educational process is possible under the condition of cooperative and systematic work of all participants.


2019 ◽  
Vol 11 (13) ◽  
pp. 3553 ◽  
Author(s):  
Niklas Johansson ◽  
Eva Roth ◽  
Wiebke Reim

In the era of Industry 4.0, researchers have begun to more thoroughly examine digital maintenance, i.e., eMaintenance, as digitization is increasingly affecting today’s society. This area is particularly interesting in the case of long-life components such as those used in the mining and transport industries. With eMaintenance, the correct type of maintenance can be utilized and the frequency for device maintenance can be reduced through real-time diagnosis. This leads to reduced costs for companies that implement eMaintenance as well as environmental benefits through improved resource utilization. Advantages of eMaintenance have been described in the literature; however, the capabilities necessary to implement eMaintenance lack proper research. The purpose of this study is to develop a framework that presents the required capabilities and their connection when an organization wants to implement eMaintenance, as well as to identify the outcomes of the transition to eMaintenance. The study is based on an exploratory case study that includes 26 interviews with a digital railway maintenance development company and its main customer, the traffic agency. The study findings are presented in a framework, including five main capabilities for implementing eMaintenance and its relationship within the noted industries. The required capabilities are, namely, digital technology development, organizational development, change of work routines, compliance with regulations, and assuring information security. The framework also analyzes the outcomes of implementing digital maintenance, which demonstrate a variety of economic, environmental, and social benefits.


2018 ◽  
Vol 28 (6) ◽  
pp. 1020-1048 ◽  
Author(s):  
Netta Iivari ◽  
Marianne Kinnula ◽  
Tonja Molin-Juustila ◽  
Leena Kuure

2005 ◽  
Vol 31 (3) ◽  
pp. 16-23
Author(s):  
Carmem Moreira de Castro Neves

Digital technology, insofar as it promotes interactivity, integration and media convergence, brought to the contemporary agenda the discussion on a new distance education. This new distance education rejects bureaucratized and inflexible projects that depersonalize course attendants and inhibit innovation and creativity. The proposal put forward in the text is a pedagogy that promotes authoring, based on strategies that view the student as the protagonist of the educational act, respecting the complexity of human beings and their totality and capacity to build significations and generate socially relevant knowledge. This article presents projects that are being developed by the Education and Culture Ministry Distance Education Secretariat, using authoring pedagogy. These projects seek to foster and translate numerous responses from individual and collective actors motivated to explore, analyze, contextualize, deepen, and expand their own view and experience with a given issue.


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