scholarly journals COMPARATIVE ANALYSIS OF STUDENTS’ ACADEMIC PERFORMANCE IN DISTANCE AND IN-CLASS LEARNING

2020 ◽  
Vol 20 (3) ◽  
pp. 245-248
Author(s):  
B.M. Filenko ◽  
N.V. Roiko ◽  
І.І. Starchenko ◽  
S.A. Proskurnia ◽  
О.К. Prylutskyi
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Distance Learning ◽  
Professional Education ◽  
General Medicine ◽  
Educational Process ◽  
Visual Aids ◽  
High Quality ◽  
Multimedia Presentations ◽  
Academic Year

COVID-19 pandemic has had immense impact on usual daily life and working activities, forced to adapt to new circumstances. The system of medical education has to solve a number of pressing issues on changing the mode of teaching and learning. Distance learning is often described as a flexible and effective system of non-stop professional education, sensitive to the needs of the society. Distance learning extensively uses internet technologies for communication through video conferences, emails, providing access to learning materials, including multimedia presentations, videos, visual aids, etc. However, this form of learning is not widespread in the training of medical professionals. Notwithstanding the advantages, distance learning needs constant improvement of all parties of educational process that is possible only after analyzing its shortcomings based on own experience and described in relevant reports. The study was aimed at compare the students’ academic performance demonstrated during distance learning and traditional in-class learning. The material of the study included the grades, which medical students got during distance learning and grades they got before the spring quarantine. We also used the data on students' grades for the identical periods of the 2018-2019 academic year. Distance learning during the quarantine was scheduled in accordance with the existing curriculum, and conducted by all educators of the Department of Pathological Anatomy with Autopsy Course and based on the combination of two online platforms: Zoom and Google classroom. During the video conferences at the Zoom platform, the faculty staff explained and discussed the theme material using multimedia presentations, engaged students into different learning activities. To monitor student’s understanding of important concepts, we created online quizzes with seven different question types which are graded automatically Google Classroom. Results can be viewed in a summary format, by individual respondents, or by specific question answers. Quizzes can be assigned to a Google Classroom class and quiz results can be exported to the Google Classroom group. Google classroom was widely used in training students to the national licensing exam “Krok 1. General Medicine”. Our study showed a decline in students’ academic performance through the online learning period. The comparison of students’ academic performance data for the same period of the previous academic year demonstrated that academic progress of students during distance learning decreased compared to the same period of the previous academic year. Thus, several questions arise: what causes this decline and whether it is possible to grant high-quality online learning on the course of pathomorphology. Since it was the first experience when higher medical educational setting faced such a challenge, we can find a clear answer only based on multifactorial analysis of students' academic performance. We can conclude on distance learning and analysis of students’ academic performance that this format did not provide high-quality knowledge acquisition in pathomorphology. Thorough study of all factors impacting students’ learning outcomes and ways to improve distance learning is of great importance in order to prevent any possible challenges in future.

scholarly journals Online Learning Platforms: Reconstructing Modern Higher Education

2020 ◽  
Vol 15 (13) ◽  
pp. 4 ◽  
Author(s):  
Zi-Yu Liu ◽  
Natalya Lomovtseva ◽  
Elena Korobeynikova
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Performance ◽  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Point Of View ◽  
Peking University ◽  
Learning Platforms ◽  
Content Support

Online learning platforms play an important role in modern education. However, they may not be sufficiently represented in educational institutions. In this regard, the research objectives are set, namely: organize a comparative analysis of several popular distance learning platforms (Moodle, Open edX and NEO LMS) in accordance with the criteria (system features, content support, content creation, user management, reporting system; conduct consultation with university teachers, during which they will highlight the benefits of distance education systems from the point of view of the teacher; and test students, who use the online platform for learning in order to clarify its impact on academic performance. While consulting with 40 teachers of Russian and Chinese universities (Moscow State University, Higher School of Economics, Peking University, Tsinghua University), the following advantages of distance platforms have been highlighted: greater freedom of access, lower education prices, the possibility of dividing the content of the e-course into modules, flexibility of education, the ability to keep up with modern pace of life, and the ability to define criteria for assessing knowledge. According to the results of testing, after working with the Moodle platform, students (300 people in total) with different academic performance have improved their results. The most significant improvement has occurred among students with “unsatisfactory” grades; more than 50% have improved their results. Analysis of distance learning systems, testing of students and consultation with teachers allow saying that such platforms help to make education more accessible and convenient. Besides, information technologies are introduced in the educational process. That is why it is important to implement such platforms in higher education.

scholarly journals FEATURES OF THE USE OF ELECTRONIC RESOURCES IN THE CONDITIONS OF DISTANCE LEARNING

2021 ◽  
Vol 6 (11(61)) ◽  
pp. 29-32
Author(s):  
Yu. V. Grachikova
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Educational Process ◽  
Electronic Resources ◽  
Academic Year

During the 2021-2022 academic year, online learning remains relevant, which allows you to continue the educational process during the pandemic.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals MAIN PROBLEMS OF TRANSITION OF UNIVERSITIES TO REMOTE LEARNING UNDER MODERN CONDITIONS OF FUNCTIONING

2020 ◽  
pp. 52-57
Author(s):  
Т. Р. Магомаев
Keyword(s):  
Distance Learning ◽  
Negative Impact ◽  
Educational Institution ◽  
Educational Process ◽  
High Quality ◽  
Higher Education System ◽  
Professional Activities ◽  
Wide Range ◽  
Information And Communication ◽  
The Moment

В современных условиях функционирования системы высшего образования целью внедрения дистанционного обучения является организация качественного учебно-воспитательного процесса «на расстоянии» с использованием новейших информационно-коммуникационных средств и открытым доступом к образовательным ресурсам. Именно такая форма обучения может быстро адаптироваться к требованиям информационного общества и подготовить будущего специалиста к вызовам цифровой среды. В сочетании с традиционными формами, дистанционное образование в высшем учебном заведении может предоставить широкий спектр образовательных услуг как для абитуриентов и студентов для приобретения необходимых навыков и умений для будущей профессиональной деятельности, так и для преподавателей с целью повышения квалификации. На данный момент основными проблемами внедрения качественного свободного образовательного пространства является отсутствие технической и финансовой поддержки, законодательной основы дистанционного обучения, и это является ведущим фактором сдерживания развития технологий в вузе. Отсутствуют специально подготовленные к работе в дистанционном режиме квалифицированные преподаватели. Однако, учитывая готовность вузов осуществлять обучение преподавателей для работы в дистанционном режиме, негативное влияние этого фактора в ближайшее время может быть устранено. При условии решения вышеописанных проблем будет создано эффективное дистанционное обучение, которое всесторонне раскроет потенциал студента, учитывая как индивидуальные, так и общечеловеческие потребности. In modern conditions of functioning of the higher education system, the goal of introducing distance learning is to organize a high-quality educational process “at a distance” using the latest information and communication tools and open access to educational resources. It is this form of training that can quickly adapt to the requirements of the information society and prepare the future specialist for the challenges of the digital environment. In combination with traditional forms, distance education in a higher educational institution can provide a wide range of educational services for both applicants and students to acquire the necessary skills for future professional activities, and for teachers to improve their skills. At the moment, the main problems in introducing high-quality free educational space is the lack of technical and financial support, the legislative basis of distance learning, and this is a leading factor in curbing the development of technology at the university. There are no qualified teachers specially prepared for working in remote mode. However, given the willingness of universities to train teachers to work remotely, the negative impact of this factor in the near future can be eliminated. Subject to the solution of the above problems, an effective distance learning will be created that will comprehensively reveal the student’s potential, taking into account both individual and universal needs.

scholarly journals SUSTAINABLE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF THE INTRODUCTION OF ELEMENTS OF DISTANCE EDUCATION IN THE LEARNING PROCESS

2019 ◽  
Vol 16 (33) ◽  
pp. 404-422
Author(s):  
B. M. AITBAYEVA ◽  
A. M. MAULENOVA ◽  
Z. B AKHMETZHANOVA ◽  
Z. A. KENZHEBEKOVA ◽  
B. O. RAKHIMBAYEVA
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Professional Education ◽  
Postgraduate Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Institutions ◽  
Global Trends

Distance education is essentially the basis for the development of educational institutions that provide innovative services, which cannot be obtained elsewhere. It is believed that distance education is a substitute for the traditional as part of simplifying and cheapening the learning process. At the same time, the leading global trends suggest the need for the development of elements of self-education and the expansion of the geographical nature of educational offers. The relevance of the study is that it is necessary to distinguish between the use of distance education methods in the traditional sphere and the sphere of training professionals. The paper presents the concept of the need to integrate elements of distance education in the process of preparing university teachers. The authors believe that teachers in drawing up courses and applying learning technologies use the same techniques as in distance learning. Therefore, the use of distance learning technologies can be shown as the basis for the development of advanced training programs and additional professional education. The authors proposed a study on the need and sufficiency of the use of distance education technologies and the possibilities for their integration into the process of postgraduate education. The practical significance of the work is determined by the fact that the possibilities of self-development of teachers are fully disclosed, not only as subjects of the educational process but also as subjects of training.

scholarly journals DEVELOPMENT OF DIGITAL SKILLS FOR FUTURE TEACHERS BASED ON CROSS-SUBJECT INTEGRATION

2020 ◽  
Vol 68 (4) ◽  
pp. 95-102
Author(s):  
G.K. Sholpankulova ◽  
◽  
Sh.Zh. Kolumbayeva ◽  
B.T. Mahmetova ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Cognitive Activity ◽  
Compulsory Education ◽  
Educational Process ◽  
Future Teachers ◽  
Digital Skills ◽  
The University ◽  
Interdisciplinary Integration ◽  
Subject Integration

Today, the study of the problem of interdisciplinary integration in professional education is a historically formed direction and has been studied by scientists deeply enough. However, within the framework of the implementation of the competence-based approach in teaching, which is the focus of state compulsory education standards, the problem of interdisciplinary integration acquires a new meaning. The essence of the new meaning of interdisciplinary integration is substantiated by the modern socio-cultural conditions of globalization, informatization, interdisciplinarity, and digitalization. Interdisciplinary integration is the applied focus of the components of the educational process of the university (goal, result, content, form and methodology of teaching) and manifests itself in the relationship of academic disciplines with the content and technologies of professional activity of future teachers, as well as in the consistency of the processes of teaching and upbringing at the university. The globalization of education refers to the process of creating a worldwide unified education system, which erases the differences between the educational systems included in it. Informatization of education is a process when the sphere of education is provided with the methodology and practice of the development and optimal use of modern information technologies, focused on the implementation of the psychological and pedagogical goals of training and education. Digital skills in the modern world are necessary and must be complemented by cross-cutting interpersonal skills, as the ability to effectively interact in the current environment of distance learning. In the process of distance learning, video conferences using computer communication, virtual environment, online lectures and seminars are actively used. A distinctive feature of distance learning is computer-based learning, which contributes to the development of digital skills, since it is based on the student's independent cognitive activity, is active and personality-oriented. The above requires the development of digital skills in future teachers based on cross-subject integration. This article examines the problem of developing digital skills in future teachers based on interdisciplinary integration, and also provides a meaningful characteristic of digital skills.

scholarly journals PECULIARITIES OF THE WORK OF THE SURGICAL STUDENT SCIENTIFIC CIRCUIT IN THE QUARANTINE

2021 ◽  
pp. 120-123
Author(s):  
I. V. Bitska
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Medical Profession ◽  
Postgraduate Education ◽  
Educational Process ◽  
Practical Training ◽  
Theoretical Part ◽  
Group I ◽  
Scientific Circle ◽  
Scientific Practical

With the onset of the coronavirus pandemic, the only way to learn and communicate with students is distance learning. The aim. Analyze the features of the student scientific circle on surgery in the mode of distance learning in quarantine. Materials and methods. When the pandemic has suddenly spread to all spheres of life, the only way to learn and communicate with students is distance learning. In Ukraine, distance learning is regulated by an order of the Ministry of Education and Science from 31.10.2013 № 1518 "On approval of the Requirements to higher educational institutions and institutions of postgraduate education, scientific, educational and scientific institutions that provide educational services in the form of distance learning to train and improve the skills of specialists in accredited areas and specialties." With the approval of distance learning, the work of the student scientific circle (CSC) "Sharp Scalpel" at the department also went online. The structure of classes during studies in the CSC consists of a theoretical part where students report the results of scientific research from literature sources according to the topics they work on with supervisors, as well as a practical part where they work directly with patients under the supervision of the CSC leader. Some classes are held in the vivarium, where they learn to suture the intestines of animals. Often the structure of practical training in the CSC is not so clear, because in the presence of an interesting clinical case in the hospital or operating room, students are fully engaged in practical work. Results. With the transition to distance learning, the structure of classes in the CSC has undergone a significant transformation - the most important and interesting part for the group has fallen, namely the possibility of contact with the patient. The group members were divided into two groups: Group I – 8 students (25%) - students who, in addition to the practical part of the lesson, are also interested in the theoretical part of the group, who continued to study literature sources according to the topic they received and actively prepared for the scientific-practical conference. Group II-22 students (75%) – those, who lost interest in the CSC, when the opportunity to work with the patient became inaccessible. Another disadvantage of online learning is the loss of society, are the possibility of direct communication between students is lost, the necessary skills in communicating with the patient are not acquired, which is extremely important in the medical profession. Conclusions. In the case of quarantine, distance learning is an important and necessary form of educational process, even in medical schools, but it can not replace live communication between students, with the patient and the teacher. Online learning does not provide a practical part of the CSC work, which is manifested in the loss of interest in classes in the CSC among students.

scholarly journals University students’ education by means of online technologies

2020 ◽  
Vol 22 (7) ◽  
pp. 125-147
Author(s):  
T. T. Kaverzneva ◽  
N. A. Leonova ◽  
C. V. Pshenichnaya ◽  
S. A. Sogonov ◽  
D. A. Lisachenko
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Online Training ◽  
Educational Process ◽  
Practical Training ◽  
Training Format ◽  
Effective Use ◽  
Further Development

Introduction. During the past ten years the important changes in educational programs of higher education point out the transition from the traditional live lecture form to the distance learning form (the online training format). Training for innovative engineering activities requires to involve students in the online training format and to explore its applicability.The aim of the present article is to identify the areas of the effective use of the online training format in the educational process for high school institutions and the prospects of further development of the distance learning.Methodology and research methods. In this article, an integration of theoretical and practical training of the innovative engineering with the methods of the analysis and synthesis, a pedagogical experiment and mathematical statistics were used.Results. The areas of use of the online learning in the field of traditional and innovative formats of training have been identified. A subsystem of storage of the information on the course of educational activities is suggested. A high efficiency of the distance learning application is confirmed by the results of a pedagogical experiment within the unified programs for a wide audience of students and persons having the right to an individual work schedule.Scientific novelty. The performed research contributes to identify the framework of the effective use of the online learning at higher education institutions. The suggested form of storage of the information on the education process events in a separate subsystem allow for processing and generalising the data with the use of the BigData and DataMining technologies.Practical significance. Further development of the research presented in this article might be focused on the establishment of numerical relations when using various education formats within various disciplines providing the greatest effect when training students at higher education institutions.

scholarly journals The Comparative Analysis of the Influence of Traditional Education and Distance Learning by the Results of the Discipline “Internal Medicine” in Graduate Students

2020 ◽  
Vol 5 (6) ◽  
pp. 323-328
Author(s):  
H. Taktashov ◽  
◽  
N. Hrona ◽  
Ya. Voloshyn ◽  
O. Homozova ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Academic Performance ◽  
Distance Learning ◽  
Comparative Analysis ◽  
Graduate Students ◽  
Traditional Education ◽  
Group 2 ◽  
Academic Year ◽  
Group 1

The introduction of distance learning was the feature of teaching students during the last third of 2019-2020 academic year in the conditions of quarantine measures for SARS-COV-2. Partly traditional and partly distance learning fragmentariness of this academic year of different students’ groups allows substantiating the possibility and necessity of the comparative assessment and comparison of the results of these teaching approaches. The purpose of the study was to assess the features of the influence of traditional education and distance learning on the graduate students’ performance in “Internal Medicine” based on the results of the state exam. Materials and methods. The study of the results of the final exam of the 6th year students of the Medical University of the IV level of accreditation was carried out. The examination for distance students was held using “Standardized patient” model which was in the form of the situational task based on a real clinical case with laboratory instrumental data in the subdisciplines of Internal Medicine (“cardiology”, “pulmonology”, “gastroenterology”, “endocrinology”, “nephrology”, “rheumatology”, “hematology”). We identified 2 main groups for the comparative analysis. Group I consisted of 110 students who studied during the autumn and early spring terms in the context of traditional education with practical training of full value. Group II included 55 students who were taught in the form of distance learning using such educational platform and resources as Google Classroom, Google Meet during the spring term. Statistical processing of obtained results was carried out using the Statistica-Stat-Soft, USA and Microsoft Excel software package. Results and discussion. The analysis revealed the small differences in the levels of current academic performance in the subject of Internal Medicine in the context of distance learning in relation to the traditional one. When comparing the results of the two training forms we noted prevailing results of qualitative progress with the most pronounced differences in the subdisciplines “cardiology”, “gastroenterology”, in Group 1 and they reliably depended on the academic ranking in the discipline. The nature of the decline in the levels of general and high-quality academic performance based on the exam results with the most pronounced differences in the subdisciplines “rheumatology” and “gastroenterology” did not correlate with the academic ranking indicators of the current training in Group 2. When analyzing the structure of standardized exam questions, the highest efficiency of the answers was demonstrated basing on the skills of “Diagnosis of the leading syndrome”, and “Determination of a preliminary clinical diagnosis”, “Determination of the plan of examination, prognosis and prevention” in the general discipline and, especially, in such subdisciplines as “cardiology”, “gastroenterology”, “nephrology” in both groups, and, with Group 1 predominating. The lowest rates of the answers of Group 2 were recorded for the skills “Treatment, management tactics”, “Evaluation of laboratory and instrumental methods of examination” in the discipline in general and to a greater extent in the subdisciplines “gastroenterology”, “endocrinology”, “rheumatology”. Conclusion. The study showed a negative tendency of the peculiarities of the influence of the distance learning form on the current and final academic performance in the absence of the possibility of mastering theoretical material during direct work with the patient. The use of distance learning is possible as an addition to the traditional one in the blended learning and is promising in the implementation of high-tech informative methods to improve the quality of self-preparation of students for classroom studies

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