scholarly journals Intellectualization of professional and pedagogical activity based on the integration of pedagogical and digital technologies

2020 ◽  
pp. 83-92
Author(s):  
Natalia P. Goncharuk ◽  
Evgeniya I. Khromova
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Open Educational Resources ◽  
Massive Open Online Courses ◽  
Learning Technology ◽  
Massive Open Online

The article is dedicated to the issues of intellectualization of professional and pedagogical activity with the main purpose of continuously development of teachers’ competencies in the field of using digital technologies in the educational process, transformation of the teachers’ activities in accordance with the capabilities of modern information and communication technologies and the digital educational environment. The article highlights the potential of massive open online courses and open educational resources that contribute to the development of ways to effectively use Internet technologies in education. The article points out the role of the pedagogical technologies’ integration with the latest digital technologies in updating and developing the competencies of teachers. The article describes how to use online courses in the educational process, scenarios for integrating online courses into the educational process, technologies for placing educational materials, interaction tools in an electronic informational and educational environment. The article focuses on blended learning technology as a means of implementing an integrated learning model using Internet resources. The article highlights the main characteristics of blended learning technology allowing the use of modern methods and tools of online learning, combining the advantages of educational and digital technologies. Particular attention is paid to the “MOOC discipline support” model which uses massive open online courses as additional material. The article describes variants of methodological support for the process of implementing an online course, Internet services for organizing academic work and networking.

scholarly journals The digital didactics as a discipline of masters training program

2021 ◽  
Vol 18 (2) ◽  
pp. 180-187
Author(s):  
Vita I. Glizburg
Keyword(s):  
Big Data ◽  
Distance Learning ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Learning Organization ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Information And Communication

Problem and goal. The problem lies in the effectiveness of the formation of motivation for the productive information activities among the subjects of the educational process. The goal is determined by the need to train specialists, taking into account changes in the field of education that have occurred due to the introduction of digital technologies in education and risks of digitalization generated by technogenic processes in the educational environment. Methodology. The author's programs and funds of evaluation tools were used, practical tasks and research project topics were developed to include them in the programs of pedagogical and industrial practices of undergraduates. The materials are based on the author's developments, which are reflected in the textbooks. In practice, the following technologies have found methodological justification for the implementation of the discipline: information and communication technologies for universal use, Big Data, distance learning, blended learning, organization of project activities of students. Results. The introduction of the discipline Digital Didactics allows undergraduates to form new competencies. Conclusion. The competencies formed during the training of the discipline Digital Didactics enable to take into account the existing changes in the field of education.

scholarly journals Measuring the effectiveness of blended learning implementation in context of the modern educational process

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 38-44
Author(s):  
Anastasiia Shuplat ◽  
Margaryta Noskova
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Learning Effectiveness ◽  
Learning Technology ◽  
Training Techniques ◽  
Traditional Training

The need in combination of digital technologies and traditional training techniques for ensuring effective learning process in education has becoming particularly relevant in the context of dynamic changes and community digitalization. Such an educational technology that combine digital technologies and traditional training techniques and provide educational environment for active learning is blended learning. One of criteria which influence the providing of an effective blended learning environment is evaluation. The purpose of this article is to analyse the main criteria and a number of frameworks for evaluating blended learning effectiveness, of the educational process in particular, which combines traditional (face-to-face) educational process, distance learning technologies and some elements of the web-based learning. According to the purpose, the tasks have been assigned and fulfilled as follows: we have examined the role of evaluating blended learning in educational institutions to determine the effectiveness of this learning technology, we have identified the major problems that need to be solved, we have scaled positive practices of blended learning to improve teaching and learning. The outlined models and criteria for the evaluation of blended learning effectiveness are specified in this article. The authors represent the objective and structured characteristics which are used for measuring the blended learning course effectiveness as well as for improving the educational programs and teaching / learning process in educational institutions in order to engage students, improve their learning outcome and achieve the course’s learning objectives. The authors also have formulated and substantiated the definition of the blended learning effectiveness as a complex process, which involves comprehensive analysis of a number of criteria: the combination of the data regulating the course outcomes, the measures determining the learners’ satisfaction with their results, the learners’ engagement into the educational environment and evaluation of their theoretical and practical skills.

Innovative Learning and Education Practices in European Universities

2021 ◽  
pp. 63-90
Author(s):  
Marcos Komodromos
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Digital Technologies ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Electronic Learning ◽  
Practical Applications ◽  
European Universities ◽  
Innovative Learning ◽  
Flipped Classrooms

In the dynamic world that is associated with unpredictable informatization and globalization, it is indispensable for education to be sustainable and continuously evolve to facilitate in fulfilling the learners' needs in the current digital technologies and knowledge era. In this chapter, the author discussed how innovative learning and education practices for modern pedagogy have been developed in the European universities system. Specifically, the author provides a delineation of the attributes, pedagogy, ideology, ethical dimensions, and practical applications of innovative learning education practices. In the chapter, the author identified the different practices such as massive open online courses (MOOCs), blended learning, and flipped classrooms that have been applied at different European universities. Thus, the information discussed in this chapter is relevant to university educators and electronic learning practitioners.

scholarly journals Integration of massive open online courses into the educational process of the university as a factor in the personalization of history education

2020 ◽  
Author(s):  
G. Mozhaeva ◽  
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Academic Discipline ◽  
History Education ◽  
Educational Process ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Learning Behavior ◽  
Massive Open Online ◽  
The University

In this article, three models of integration of massive open online courses (MOOCs) into the educational process are considered. They allow providing web support for training, implementing blended learning and completely replacing the academic discipline with an online course. The potential of MOOCs for individual learning paths is analyzed. They allow taking into account the peculiarities of students' learning behavior and the focus on achieving educational results. The necessary for MOOC integration conditions are described.

scholarly journals INTRINSIC MOTIVATION OF STUDENTS DURING BLENDED LEARNING OF BUSINESS ENGLISH

2020 ◽  
pp. 55-60
Author(s):  
Olga Ogurtsova ◽  
Svitlana Petrova Petrova
Keyword(s):  
Intrinsic Motivation ◽  
Blended Learning ◽  
Personal Growth ◽  
Teaching Practice ◽  
Online Courses ◽  
Educational Process ◽  
Massive Open Online Courses ◽  
Learning Method ◽  
Business English ◽  
Massive Open Online

The article discusses the issue of improving the efficiency of teaching Business English to students of economic specialties using educational Internet resources. The described method of blended learning involves the active independent work of students with resources hosted on the platform www.edx.org and active discussion of the results of this work during the classroom. The results of the survey indicate a high motivation of students to learning Business English according to the main principles of the blended learning approach. According to the survey conducted in the framework of the first stage of experimental research, during the work with the offered educational materials of the Internet, the intrinsic motivation of students was at a high level. In particular, the students themselves found such work useful and effective for developing competence in listening, reading, writing and speaking. Observation of the practical classes showed that students’ involvement in the educational process has increased significantly. Students ‘subjective feelings about the effectiveness of their online learning resources were supported by objective data, including the students’ performance charts, which were recorded by the platform. All students successfully completed more than half of the proposed assignments. Based on the results of the study, it can be argued that the use of edx massive open online courses in the framework of blended learning method (both in Ukrainian and in a foreign languages) in the teaching practice of higher educational establishments is very promising for improving the quality of education not only in Business English but also in other professional disciplines. Moreover, the use of edx massive open online courses in the framework of blended learning method will help students to develop continuing education tools and high intrinsic motivation to use these tools in their future professional and personal growth.

scholarly journals Inovasi Perpustakaan melalui MOOCs Peluang Pustakawan Embedded di Era Industri 4.0

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Riana Mardina
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Massive Open Online

Revolusi industri 4.0 memacu kemunculan perkuliahan berbasis digital. Perguruan tinggi dapat mengantisipasi revolusi industri 4.0 dengan mengembangkan pendidikan tinggi jarak jauh atau terbuka yang dapat diimplementasikan dalam tiga model, yaitu: pembelajaran sepenuhnya online learning; blended learning, atau dikombinasikan dalam mata kuliah. Model pembelajaran MOOCs (massive open online courses) dapat dijadikan pilihan untuk pendidikan terbuka (open education). Inti utama model pembelajaran MOOCs adalah kolaborasi dan konektivitas. Pustakawan berperan untuk mendukung dan memfasilitasi model pembelajaran MOOCs. Pustakawan embedded adalah bagian komunitas model pembelajaran MOOCs dan harus berkolaborasi,menjalin hubungan erat dengan mahasiswa dan dosen. Pustakawan embedded dan model pembelajaran MOOCs memiliki esensi sama yaitu komunitas dan kolaborasi. Penguasaan teknologi informasi, online learning, literasi informasi sebagai kapasitas untuk menghadirkan pustakawan embedded dalam mencapai keberhasilan model pembelajaran MOOCs.

Ethical Information and Communication Technologies for Development Solutions

2018 ◽  
pp. 155-173 ◽  
Author(s):  
Leilani Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Research Methodology ◽  
Online Courses ◽  
Research Integrity ◽  
Communication Technologies ◽  
Massive Open Online Courses ◽  
Responsible Conduct Of Research ◽  
Massive Open Online ◽  
Responsible Conduct ◽  
Information And Communication

The purpose of this chapter is firstly to build on the existing literature in the field of research methodology, especially as applicable in the emerging areas of information and communication technologies for development (ICT4D) and massive open online courses (MOOCs). This chapter is further aimed at enabling readers to understand why ethics is important in research relating to ICT4D and MOOCs, as well as identifying other elements critical to the responsible conduct of research in the areas of ICT4D and MOOCs. The chapter specifically discusses research integrity in the context of a MOOC entitled Ethical Information and Communication Technologies for Development Solutions.

scholarly journals How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits

2018 ◽  
Vol 19 (5) ◽  
Author(s):  
Svetlana Sablina ◽  
Natalia Kapliy ◽  
Alexandr Trusevich ◽  
Sofia Kostikova
Keyword(s):  
Text Analysis ◽  
Career Education ◽  
Online Courses ◽  
Course Completion ◽  
Massive Open Online Courses ◽  
Learning Technology ◽  
Perceived Benefits ◽  
Massive Open Online ◽  
Learning Success ◽  
New Learning

Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion.  The aim of this study was to investigate the perceived benefits as the measurement of learning success.  Narrative interviews were conducted with 30 Russian-speaking learners who completed at least one MOOC in full.  By employing text analysis of interview transcripts, we revealed the authentic voices of participants and gained deeper understanding of learners' perceived benefits based on retrospective reflection. The findings of the study indicate that after finishing MOOCs, learners have received tangible and intangible benefits that in general justified their expectations.  University-affiliated students, as well as working professionals, recognized the complementarity of MOOCs, but their assessments were limited to educational tracks. We discovered that taking MOOCs often coincided with the time when an individual was planning to change career, education, or life tracks.  The results of the study and their implications are further discussed, together with practical suggestions for MOOC providers.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

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