scholarly journals PECULIARITIES OF INTRODUCTION OF DISTANCE COURSE “BASICS OF PEDAGOGICAL MASTERY” FOR PEDAGOGICAL SPECIALITY STUDENTS

2021 ◽  
pp. 113-122
Author(s):  
Victoria Makarchuk ◽  
Alla Dobryden
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Professional Education ◽  
Professional Training ◽  
Scientific Information ◽  
Theory And Practice ◽  
Distance Teaching ◽  
Pedagogical Skills ◽  
The World

The implementation of the Law of Ukraine “On Higher Education” has caused an increase in the requirements on the quality of specialists professional training, which is the main criterion in the assessment of educational institutions functioning on the one hand and an increase of educational requirements on the labour market – on the other. The main goal of professional education is higher qualification specialists training, able to work effectively on the world standards, ready for constant professional development and expansion of educational services, to be aware of scientific information, and have a desire to study not only in Ukraine but abroad. At the present stage of social development, the preference is given to Lifelong Learning; the development of mobile, competitive, high-technological educational environment; the implementation of innovative educational technologies; distance teaching techniques optimization for achieving a high level of professional competences. Taking into consideration all above-mentioned factors, under current conditions, there is an increase in distance learning, which is realized in the framework of distance education and is the key component of updating processes in modern higher education institutions and serves as a powerful integration bridge between the world and native educational spaces. Scientific resources analysis and the researches in theory and practice of the issue, taking into account professional competencies, the content, aim, objectives, evaluation criteria, level of students training under the conditions of distance education, are introduced in this article. The basic functions, principles, forms, methods and means of students’ individual work control are determined in the process of distance learning course “The principles of pedagogical skills” in pedagogical education institutions. Keywords: teacher; student; pedagogical education institution; distance learning; the principles of pedagogical skills; distance learning course; forms and methods of distance learning; Moodle.

scholarly journals RESEARCH OF THE PROBLEM OF TRAINING FUTURE TEACHERS IN FOREIGN THEORY AND PRACTICE

2021 ◽  
pp. 61-67
Author(s):  
Mkrtichian O.A.
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Training ◽  
Preschool Education ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Training Institution ◽  
Institutions Of Higher Education ◽  
The World

In the context of globalization trends of innovative development of the preschool education system, the problems of the content of professional training of specialists of preschool educational institutions, in particular in foreign countries of the world, become especially relevant. Training a competitive in the labor market, highly qualified, professionally competent, creative specialist who is fluent in the acquired skills and abilities, strives for professional growth, social and professional mobility, is the important aspect of education system.The article reflects the current trends in education in the world, cultural centuries-old relations between these countries, the specifics of their cultural and national traditions and manifests itself in the value-based principles on which this training is based, in its structure, content and organization; the general and special in training of experts of preschool education abroad in modern conditions is revealed. Thus, preschools in Denmark are known for the high quality of pedagogical work, whose activities are aimed at developing educational potential and the formation of psychological, pedagogical and social skills of children, stimulating their imagination, creativity and speech skills, involvement in cultural values and nature; the training of future educators in France takes place both in the institutions of higher education and in the system of secondary special education and involves a change in the structure and content of education.In Germany, specialist training takes place in secondary special institutions, in particular, social and pedagogical colleges. In the modern training of educators there is a strengthening of the methodological and didactic side, but in many respects it focuses on the didactics and methods of teaching primary school. The responsibility for the professional education of educators of the Belarusian preschool institutions is assigned to pedagogical colleges and institutions of higher education. The level of teacher training determines his social status and includes: training of general educators; specialists in new specialties in colleges; educators for preschool educational institutions of new types; social, correctional teachers, teachers-rehabilitation specialists, psychologists and heads of a separate profile; teachers-managers. The conditions of training of educators of preschool institutions China and Turkey are also characterized.Key words: future educators, professional training, institution of higher education, foreign experience, pedagogical process, applicants for education. У контексті глобалізаційних тенденцій інноваційного розвитку системи дошкільної освіти особливої актуальності набувають проблеми змісту професійної підготовки фахівців дошкільних навчальних закладів, зокрема в зарубіжних країнах світу. Підготовка конкурентоздатного на ринку праці, висококваліфікованого, професійно компетентного, креативного спеціаліста, який вільно володіє набутими вміннями і навичками, прагне до професійного зростання, соціальної і фахової мобільності, – важливий аспект системи освіти.У статті відображаються сучасні тенденції розвитку освіти у світі, культурні багатовікові відносини між цими країнами, специфіка їх культурних національних традицій проявляється в ціннісно-цільових засадах, на яких будується ця підготовка, в її структурі, змісті та організації; виявлено загальне й осо-бливе в підготовці фахівців дошкільної освіти за кордоном в сучасних умовах. Так, дошкільні установи в Данії відомі високою якістю педагогічної роботи, діяльність яких спрямована на розвиток навчаль-ного потенціалу та формування психологічних, педагогічних і соціальних навичок дітей, стимуляцію їх фантазії, творчості та мовленнєвих навичок, на залучення до культурних цінностей і природи; під-готовка майбутніх вихователів Франції відбувається як у ЗВО, так і в системі середньої спеціальної освіти й передбачає зміну структури та змісту освіти.У Німеччині підготовка фахівця відбувається в середньо-спеціальних установах, зокрема соціаль-но-педагогічних технікумах. У сучасній підготовці вихователів є посилення методико-дидактичної сторони, але ж багато в чому вона орієнтується на дидактику та методику навчання початкової шко-ли. Відповідальність за професійну освіту вихователів ЗДО Білорусі покладено на педагогічні коледжі й ЗВО. Рівень підготовки фахівців визначає його соціальний статус і передбачає: підготовку виховате-лів загального профілю; фахівців за новими спеціальностями в коледжах; вихователів для дошкільних освітніх установ нових типів; соціальних, корекційних педагогів, педагогів-реабілітологів, психологів і керівників окремого профілю; педагогів-управлінців. Також схарактеризовано умови підготовки вихо-вателів ЗДО Китаю та Туреччини.Ключові слова: майбутні вихователі, професійна підготовка, заклад вищої освіти, зарубіжний досвід, педагогічний процес, здобувачі освіти.

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

scholarly journals FEATURES OF DISTANCE LEARNING IN HIGHER EDUCATION IN THE CONVENTION OF THE COVID-19 PANDEMIC

2021 ◽  
Vol I (81) ◽  
pp. 129-144
Author(s):  
Konon Bagrii ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Educational Process ◽  
Educational Services ◽  
Technical Equipment ◽  
Higher Education System ◽  
Critical Situation ◽  
The World

Today, the system of higher education around the world continues to take measures to effectively organize educational activities in the context of the COVID-19 pandemic. All METHODS OF TEACHING AT HIGHER EDUCATIONAL ESTABLISHMENTS Issue I (81), 2021 131 countries of the world had to face unexpected difficulties in connection with the introduction of self-isolation. The higher education system was "on the front lines" with a large number of people. The closure of higher education institutions and the emergency transition to distance learning have led to obvious problems, mainly due to insufficient technical equipment, lack or poor preparation of both teachers and students to work in the new environment. These and other problems pose another challenge to the higher education system in a critical situation. At the same time, along with the obvious challenges and problems, the new format of distance learning provides a wide range of opportunities and prospects for change and improvement of educational systems, for which the critical situation creates forced conditions. The article substantiates the importance of effective distance learning in higher education in the context of the COVID-19 pandemic and outlines the main problems of the individual in the relationship "teacher-student" in quarantine. The current stage of informatization of society cannot be imagined without the introduction of information and communication technologies in all parts of the education system, educational institutions and government. These technologies are especially relevant in quarantine, as they allow you to implement distance learning. It is also important that distance education expands and renews the role of the teacher, makes him a mentor-consultant who should coordinate the cognitive process, constantly improve the courses he teaches, and increase creativity and skills in accordance with innovations and innovations. During distance education, there is also a positive impact on higher education: increasing their creative and intellectual potential through self-organization, the desire for knowledge, the use of modern information and telecommunications technologies, the ability to make responsible decisions. The analysis of the research devoted to distance educational process, has allowed to reveal its other basic features, in particular: orientation on independent cognitive activity; significant potential opportunities for distance learning to intensify educational and cognitive activities; the possibility of organizing open learning, expanding the audience of consumers of educational services; integration of world educational services; reduction, under certain conditions, of material costs for the organization and implementation of the learning process.

scholarly journals ОСОБЛИВОСТІ ДИСТАНЦІЙНОЇ ПІДГОТОВКИ МАГІСТРАНТІВ ФАКУЛЬТЕТІВ ФІЗИЧНОЇ КУЛЬТУРИ

2019 ◽  
Vol 69 (1) ◽  
pp. 139
Author(s):  
Nataliia O. Terentieva
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Graduate Students ◽  
Professional Training ◽  
Armed Forces ◽  
Physical Culture ◽  
Education Development ◽  
Metropolitan Regions ◽  
The Republic

The article presents the state of distance education for the professional training of graduate students in specialties 017 Physical culture and sports and 014 Secondary education (physical culture) on the example of the T.G. Shevchenko National University "Chernihiv collegium". Positive and negative aspects of introduction of distance learning for the purpose of professional training of future specialists of these specialties are presented, taking into account the characteristics of the student contingent and Chernihiv region specifics. Masters students of the region do not refuse traditional forms of education, moreover, they emphasize the impossibility of entering the system of distance learning from the border regions of the region (Chernihiv region borders with the Republic of Belarus and the Russian Federation), offer to duplicate the information of distance courses placed on the platform printed (or e-versions) materials that, on the one hand, will facilitate their perception of the material, and on the other hand, will partially make it impossible for individual students and / or group tasks to be performed. The data of questioning of graduate students 2017-2018 of these specialties indicate that it is inappropriate to see a complete transition to distance education of 70% of respondents, an appropriate partial transition - 81%, refuse to use platforms - 8%, express fears that they will not be able to master the discipline, located on the platform - 15%. The perspective opportunities of the distance education development for the specified specialties are singled out, considering the characteristics of the target audience, in particular, the growth of the number of working masters and graduate students who receive additional higher education, future specialists from the metropolitan regions, who seek to obtain an inexpensive additional higher education (in the regions) means of distance learning, an increase in the number of graduates of these specialties who are in service in the Armed Forces of Ukraine and law enforcement agencies. The necessity of considering the features of the region and the mentality of the population during the transition to the distance education is emphasized.

scholarly journals Analysis of the Demand for Distance Education at Eastern and Central European Higher Education Institutions

2017 ◽  
Vol 19 (1) ◽  
pp. 106-116 ◽  
Author(s):  
Daina Vasilevska ◽  
Baiba Rivza ◽  
Vilija Alekneviciene ◽  
Agnieszka Parlińska
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Social Issues ◽  
Higher Education Institutions ◽  
Working Hours ◽  
Educational Services ◽  
Central European ◽  
The World ◽  
Study Process

Abstract Distance education as one of the new and perspective forms of completing higher education increases in popularity around the world. At the same time, the development of this model of education generates new problems: organization of the study process and information security. Distance learning allows solving a problem of accessibility of higher education in case of social issues, working hours, etc. Therefore, distance education is of major importance in increasing the learning efficiency. The Latvian model of distance education is passing the stage of formation and approbation in the market of educational services. However, the creation of system of distance education should not be the final step for higher education institutions as such; furthermore, this process would not be developed without students. Therefore, the objective of the present research is to find out the opinion of the students on the expediency of distance education. More than 850 students from Poland, Lithuania, Latvia, Serbia and Belarus have participated in the research. Results of the research have revealed that the traditional form of education based on communication between the lecturer and the student is more demanded among the students. At present, distance learning, unfortunately, cannot be characterised by stable demand. In order to increase the demand for such model of education, public presentations and discussions should be made, and media support is also necessary.

scholarly journals A Comparative Study of Distance Teaching in Elementary Schools Between China and the United States Under COVID-19

2021 ◽  
Vol 11 (3) ◽  
pp. 66
Author(s):  
Cuiping Niu
Keyword(s):  
United States ◽  
Distance Education ◽  
Elementary Schools ◽  
Distance Learning ◽  
Basic Education ◽  
The United States ◽  
Learning Ability ◽  
Distance Teaching ◽  
High Quality ◽  
The World

The outbreak and quick spread of COVID-19 quickly shut down almost all educational institutions in different parts the world by mid-March, 2020, presenting severe challenges to educators all over the world. The paper investigated the teaching situation of elementary schools in China and the United States during the epidemic period. The results show that the common challenges faced by the two countries in distance education are: 1) Elementary school students are young and have poor self-control ability, which requires close supervision and cooperation from parents; 2) Teachers’ information technology level is limited, lack of network teaching ability. There are some problems in Distance Education in American elementary schools, such as parents can’t urge students to study at home, digital technology inequality, low online attendance rate and so on, which further exposed the unfair problems in education. The problem of distance learning in elementary schools in China is that the learning resources are mainly subject knowledge, and the ability and methods of teachers to serve students’ autonomous learning are insufficient. American distance learning experience is to make full use of the rich network learning resources and professional distance teaching platform, and pay attention to the cultivation of students’ network autonomous learning ability. China’s distance teaching experience is to give play to the advantages of centralized management, organize famous teachers to record high quality courses, establish the Air Classroom platform, and provide high-quality classroom teaching resources. Therefore, basic education institutions in both countries should strengthen the training of teachers’ distance learning ability, improve the information-based teaching environment, learn from the experiences of both sides, and explore an effective mode of integrating online and offline education resources, so as to meet the challenges of basic education in the post epidemic era.

Educational opportunities for industry

1987 ◽  
Vol 1 (2) ◽  
pp. 84-86
Author(s):  
Richard England
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Professional Education ◽  
Professional Training ◽  
Geographic Location ◽  
Delivery Systems ◽  
Educational Opportunities ◽  
Global Society ◽  
Research Findings ◽  
Alternative Delivery

This article discusses how the use of telecommunications systems can be beneficial, when used as an alternative to traditional higher education structures, in delivering distance education to industry. The author stresses the need for mechanisms that facilitate the delivery of information, in the form of professional education or access to current research findings, in order to make industry competitive in a global society. Through the use of alternative delivery systems the geographic location of the industry or university is no longer a boundary to accessing essential professional training.

scholarly journals SPECIFICS OF TRAINING UKRAINIAN MARITIME SPECIALISTS IN A PANDEMIC: REALITIES OF DISTANCELEARNING

2021 ◽  
pp. 108-120
Author(s):  
Iryna Smirnova ◽  
◽  
Yuliia Zahorodnia ◽  
Sergiy Maksymov ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Educational Process ◽  
Educational Institutions ◽  
Global Pandemic ◽  
The World ◽  
Analysis And Synthesis ◽  
Theoretical Generalization

Modern higher education institutions faced a huge problem during the global pandemic. The topical issue was the provision of quality educational services to higher education seekers in a pandemic around the world. Many countries in 2020 have decided to use distance learning as the only way to continue the educational process without interrupting it indefinitely. Distance learning today is one of the most effective and promising training systems. The emergence and active spread of distance learning is anadequate response of the education systems of many countries to the processes of integration taking place in the world, the movement towards the information society.Purpose. The purpose of this article is to systematize various aspects of distance education in institutions of the maritime sector of Ukraine in a global pandemic and to find solutions to issues that arise during the development of distance education and training of maritime professionals; identification of positive and negative aspects of the introduction of distance learning.Methods. To solve the problem, the following methods were used: the method of theoretical generalization, the method of analysis and synthesis, the method of systematization, the method of deduction.Results. The analysis of the results of distance learning in maritime institutions was carried out and its strengths and weaknesses were identified. The ways of improving the quality of distance education are analyzed. Further ways of development and improvement of distance learning are proposed.Originality. The basis of the educational process in distance learning is the controlled, intensive and purposeful independent work of a student who can study in a place convenient for himself, according to an individual schedule. In accordance with this, the educational process should be organized in such a way as to ensure the student's independent mastering of the educational material, the implementation and timely deli-very of individual assignments.Output. The main problem of training applicants for higher education in the maritime sector of Ukraine in a pandemic in distance education is the lack of opportunity for cadets to gain practical skills in working with ship equipment that exists in educational institutions. This negatively affects the quality of learning by cadets. In the future, this may lead to increased ship accidents and reduced maritime safety. It is necessary to develop interaction between educational institutions; make full use of technological opportunities; determine the goals and prospects for the development of distance learning, etc.Keywords:distance learning, quality of education, maritime institute, management of marine resources, ship accident rate, pandemic.

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

Information Technology for the Intelligent Analysis of Labor Market and Educational Content Matching

2021 ◽  
Author(s):  
A. N. Poletaykin ◽  
S. G. Sinitsa ◽  
L. F. Danilova ◽  
Y. V. Shevtsova ◽  
N. A. Dvurechenskaya
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Labor Market ◽  
Professional Education ◽  
Professional Training ◽  
Educational Programs ◽  
Educational Content ◽  
Professional Activities ◽  
Intelligent Analysis ◽  
The Given

The article explores the task of making higher education more profession-oriented. In this context, we consider the technology of structuring and matching professional activities and content of professional education curricula with the help of ontology. This technology employs intelligent analysis of labor market and educational content matching with the aim to organize educational programs and verify professional competences based on their ontological properties. The article also considers development of a professional training cognitive map that can help design the student’s personalized educational trajectory factoring in the given parameters.

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