scholarly journals University professors in pandemic conditions: traumatic social experience of distance learning

2021 ◽  
Author(s):  
Olga Krokinskaya
Keyword(s):  
Distance Learning ◽  
Social Experience ◽  
University Professors

Web-Based Learning

2011 ◽  
pp. 1084-1090
Author(s):  
James O. Danenberg ◽  
Kuanchin Chen
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Department Of Education ◽  
University Professors ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
Training Courses ◽  
Audio Video ◽  
The U.S

Web-based learning (a major subcomponent of the broader term “distance learning”) is one of the tools with which education is delivered at a distance electronically. There seems to be many definitions, as well as terms, for distance learning, such as “distance education,” “distributed learning,” “remote education,” “online learning” and “Web-based learning,” which all may refer to the similar education deliverables. In the mid-1990s, the U.S. Department of Education defined distance education as “education or training courses delivered to remote off-campus location(s) via audio, video or computer technologies” (Lewis, Farris & Levin, 1999). Later in the 1990s, the American Association of University Professors (AAUP) defined distance learning as education in which “the teacher and the student are separated geographically so that face-to-face communication is absent; communication is accomplished instead by one or more technological media, most often electronic” (AAUP, 1999).

scholarly journals Socio-psychological problems of the transition of university teachers to distance employment during the Covid19 pandemic

2021 ◽  
Vol 99 ◽  
pp. 01040
Author(s):  
Anastasiya Pesha ◽  
Tatyana Kamarova
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Survey ◽  
Well Being ◽  
Point Of View ◽  
Psychological Problems ◽  
Teaching Staff ◽  
Remote Work ◽  
University Professors ◽  
University Teachers

The challenges of higher education that the world faced during the pandemic led to an emergency temporary transfer of faculty to a distance learning format. The article reveals the results of the analysis of socio-psychological problems that university teachers faced during the transition to remote employment. The work is based on a content analysis of previous studies of the issue, as well as data from a formalized online survey of faculty members of universities. The formalized survey was attended by 169 representatives of the teaching staff of universities in 10 cities of Russia. The article presents the main opportunities and disadvantages of remote employment and distance learning in higher education from the point of view of teachers. As a result of the study, the authors formulated the key opportunities and disadvantages of distance employment and identified the key social and psychological problems that require attention when organizing the activities of teachers. The labor market is changing, the requirements for the competencies of university professors are changing, it is necessary to systematically, strategically introduce changes by the administration when switching to a remote work format with a focus on the social and psychological well-being of employees.

scholarly journals CLIL Integration Issues and Distance Learning Technologies

2021 ◽  
Vol 14 (9) ◽  
pp. 1322-1330
Author(s):  
Bakhytgul A. Zhetpisbayeva ◽  
◽  
Dmitry V. Dyakov ◽  
Saule A. Shunkeyeva ◽  
Meirzhan Syzdykov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Survey ◽  
Learning Technologies ◽  
Virtual Learning Environment ◽  
School Teachers ◽  
University Professors ◽  
Distance Learning Technologies ◽  
The Republic ◽  
Tactical Decisions

This article proposes an expert vision of the problems of applying 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 scientific research devoted to the subject analysis of the integration of CLIL learning and distance learning technologies and related problems. Diagnostics of the existing problems was carried out through an online survey of school teachers and university professors who have experience in using CLIL technology in distance learning. For example, the results of the survey have made it possible to identify an expert opinion on the compatibility of the two teaching technologies, to formulate the main problems and differentiate them in terms of school and university practice. Moreover, the analysis has established relationship problems identified with the history of the modernization of secondary and higher education, and pandemic circumstances of 2020. This also explains different level of CLIL preparedness of school teachers and university professors for the independent development of electronic content, the search for a finished educational product, and the use of educational platforms. In this context, the need for CLIL modern teachers’ training programs and effective mechanisms for their academic support is indicated. Based on the survey results, it was concluded that CLIL distance learning is viable in school and university practice. The integration of the two technologies creates an effective tool to promote the empowerment of CLIL, the development of a virtual learning environment, andemergence of a distance format of students’academic mobility. These results can be significant as a basis for making tactical decisions on the development of the resource and methodological base of CLIL distance learning in the system of secondary and higher education

Examining the Effects of I-Sharing for Future White-Black Interactions

2016 ◽  
Vol 47 (3) ◽  
pp. 125-135 ◽  
Author(s):  
Sarah E. Gaither ◽  
Jessica D. Remedios ◽  
Jennifer R. Schultz ◽  
Keith B. Maddox ◽  
Samuel R. Sommers
Keyword(s):  
Social Interaction ◽  
Social Experience ◽  
Positive Experience ◽  
Subjective Experiences ◽  
Future Directions ◽  
Interracial Interaction ◽  
Anxious Behavior

Abstract. Research shows that I-sharing, or sharing subjective experiences with an outgroup member, positively shapes attitudes toward that outgroup member. We investigated whether this type of social experience would also promote a positive interracial interaction with a novel outgroup member. Results showed that White and Black participants who I-shared with a racial outgroup member (vs. I-sharing with a racial ingroup member) expressed more liking toward that outgroup member. However, I-sharing with an outgroup member did not reduce anxious behavior in a future social interaction with a novel racial outgroup member. Therefore, although sharing subjective experiences may increase liking toward one individual from a racial outgroup, it remains to be seen whether this positive experience can influence behaviors in future interactions with other racial outgroup members. Future directions are discussed.

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