E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

Online Learning Methods for Effective Communication Between Teachers and Students

2022 ◽  
pp. 289-309
Author(s):  
Tatyana Strelkova ◽  
Yuliya Soroka ◽  
Olesia Tieliezhkina ◽  
Viktor Kauk ◽  
Aleksandr Kalmykov ◽  
...  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Educational Process ◽  
Learning System ◽  
Technical Aspects ◽  
Distance Learning System ◽  
Teachers And Students ◽  
Effectiveness Assessment ◽  
Analysis Of Teaching

The issues of organization and effectiveness assessment of the educational process in the distance learning system are discussed. The action research methodology is used for analysis of teaching and to assess the quality of communications between teachers and students in the process of online learning. The technical aspects of using distance technologies based on the Moodle platform are considered. The advantages and disadvantage of distance learning are analyzed in the opinion of students and teachers. Recommendations for improving the quality of education in the context of blended and distance learning are presented.

scholarly journals Electronic information educational environment and modern student

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
O. V. Lebedeva ◽  
F. V. Povshednaya
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Negative Consequences ◽  
Electronic Information ◽  
E Learning

Introduction. The modern system of domestic higher education is designed to flexibly respond to the challenges of the modern world, one of which is the possibility of obtaining knowledge through distance learning. The use of electronic services in this process, acting as an online and offline learning tool, actualizes the urgent need to develop in a digital environment a high-quality content of academic disciplines that meets the requirements of educational standards in various areas of training of future subject teachers, primary school teachers, preschool educational institution teachers, psychologists, speech therapists, defectologists. At the same time, it is important to assess all the risks that can devalue the physical, moral and material costs of organizing the educational process in the e-learning system from both teachers and support service specialists and the university as a whole.Materials and Methods. The paper uses a descriptive method based on the study and systematization of survey data of pedagogical university students of different directions and training profiles for several years. The respondents were full-time and part-time students. The data collection tool was the e-learning service of Minin University.Results. The analysis of respondents' answers to questions about the pros and cons of distance learning in the system of electronic information educational environment of the pedagogical university allowed us to draw some conclusions about the existence of both positive and negative consequences of the implementation of distance learning, which threaten the psychological safety of participants in the educational process.Discussion and Conclusions. Taking into account the fact that the creation of an e-learning system at Minin University is a large-scale project of modernization of the higher education system, during the implementation of which, since 2012, some experience has already been accumulated that requires reflection, today we can talk about the possibility of considering this electronic information educational environment as minimizing the risks of distance learning through electronic services. Further work in the direction of optimizing the work of the e-learning system of the pedagogical university, including working out the strategy of the "individual educational route" of each student, including assistance to students with special educational needs, should certainly be carried out from the position of involving students in assessing the opportunities and difficulties of working in an electronic educational environment.

Educational process in the system of distance trainings

2021 ◽  
pp. 93-100
Author(s):  
Vladimir Aleksandrovich Pivovarov
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Institution ◽  
Educational Process ◽  
Learning System ◽  
Educational Institutions ◽  
Russian Higher Education ◽  
Distance Learning System ◽  
Teachers And Students ◽  
Distance Education System

The article analyzes the problem feld of the distance education system. To determine the popularity of distance learning in Moscow universities among teachers and students, a sociological survey was conducted, which allowed us to identify an increasing trend in the number of students who would prefer distance learning to traditional with a strict schedule and draw conclusions about the prospects for distance education in Russian higher education institutions. The article presents a model of the educational process in the distance learning system with a brief description of each block. The model includes all the stages that a student goes through when entering, studying and graduating from a higher educational institution before receiving a diploma confrming the appropriate level of education. Each of the blocks contains descriptions of the actions required to pass this stage, as well as recommendations for improving and extracting the maximum result for both teachers or educational institutions, and for the students themselves. Alternative options are provided if one of the stages is stopped or impossible to overcome. Conclusions are drawn, in which cases the presented model of the educational process is applied, and the prospects of distance education in General are considered.

scholarly journals Pedagogical design in the design of educational materials when creating electronic courses

2021 ◽  
Vol 113 ◽  
pp. 00045
Author(s):  
O.A. Kalimullina ◽  
A.N. Afzalova ◽  
Y.N. Kuznetsova
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Practical Aspect ◽  
Educational Process ◽  
Full Time ◽  
Educational Materials ◽  
University Teachers ◽  
Electronic Environment ◽  
Pedagogical Design ◽  
E Learning

The article indicates the importance of the principles of pedagogical design and pedagogical design in ensuring the effectiveness of e-learning. The author considers the features and advantages of blended learning for both students and university teachers in general, shows the possibilities of using the electronic environment within the framework of full-time and distance learning. The practical aspect of these problems is considered, which is associated with the fact that few teachers are ready to master the latest technologies, design the content and organizational aspects of the digital educational space, adapt the educational process to the requirements of an innovative society, since there are no ideas about the digital educational space as a whole.

Efficiency and problems of distance learning: Experience of Russia and Kazakhstan

2021 ◽  
pp. 21-32
Author(s):  
A. S. Adzhemov ◽  
A. B. Denisova ◽  
D. Zh. Satybaldina ◽  
Sh. Zh. Seilov
Keyword(s):  
Distance Learning ◽  
Large Scale ◽  
Learning Experience ◽  
Systematic Analysis ◽  
Limited Mobility ◽  
Existing Problems ◽  
Teachers And Students ◽  
National University ◽  
E Learning ◽  
Distance Work

The last decade has been marked by large-scale and rapid changes in education, taking place on the basis of modern infocommunication and digital technologies, new hardware and software, as well as teaching methods updated in accordance with this. The limited mobility of citizens due to the coronavirus pandemic further intensified these processes, when, even with a low readiness of educational institutions to switch to distance (electronic, remote) technologies, teachers and students had to quickly master these technologies and use them in practice. The resulting experience allows us to identify not only problematic, sometimes even negative, features of distance learning, but also to make sure of the undoubted advantages of these technologies. The article points out the need for a systematic analysis when deciding on the use of e-learning, taking into account both technical and methodological, as well as personnel readiness for the implementation of this technology.The article analyzes these problems using the example of teaching both technical and humanitarian disciplines. The experience of distance work is analyzed on the example of cooperation between the Moscow Technical University of Communications and Informatics (Russia) and the L. N. Gumilyov Eurasian National University (Kazakhstan), which in its practical activities purposefully invites foreign professors to deliver lectures, guide undergraduates, etc., including those based on distance technology. The data of an anonymous questionnaire survey of students of these universities are given, allowing to assess the effectiveness of the decisions made, as well as to clarify the existing problems.

A Study on the Role of Open Education Faculty, the Leader of Distance Learning in Turkey, in Higher Education and its Educational-Social Dynamics

2011 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Togan Karatas ◽  
Elif Kartal Karatas
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Dynamics ◽  
Learning Experience ◽  
Learning System ◽  
Open Education ◽  
Education Faculty ◽  
Classical Education ◽  
Distance Learning System ◽  
Education In Turkey

The distance learning method has changed the conception of classical education and training. In Turkey the distance learning mission has been undertaken by Anadolu University Open Education Faculty (OEF). Therefore, the presence of OEF in higher education has been considered as the need and demand for higher education through “distance learning system”. However, studying the state’s OEF move “a demand” is not sufficient for an integral analysis. The economic and political structure in the period when OEF was integrated into the education system was critical. In this context, there are significant social dynamics underlying the foundation of OEF as well. In this study, the differences between the distance learning experience in Turkey and other countries are analyzed. Besides the role and share of the OEF in higher education in Turkey is discussed and the socioeconomic reasons of the foundation of the OEF, as specified above, are studied within the framework of the background of the state’s educational move. Finally, the positive and negative views of the individuals on the OEF are presented in the study and suggestions are made in this framework.

MULTI‐LAYERED KNOWLEDGE‐BASED ARCHITECTURE OF THE ADAPTABLE DISTANCE LEARNING SYSTEM

2009 ◽  
Vol 15 (2) ◽  
pp. 229-244 ◽  
Author(s):  
Dalė Dzemydienė ◽  
Lina Tankelevičienė
Keyword(s):  
Distance Learning ◽  
Intelligent Agents ◽  
Research Work ◽  
Learning System ◽  
Conceptual Approach ◽  
Knowledge Based ◽  
Distance Learning System ◽  
Learning System Architecture ◽  
Service Oriented ◽  
E Learning

The quality of the distance learning courses is largely influenced by competently prepared educational resources and an effective study support system. One of the possible ways to improve distance learning infrastructure and increase its effectiveness is to extend the architecture of present e‐learning systems by the components for adaptable and sustainable learning. This research work is devoted to developing the service‐oriented distance learning environment adaptable to the user's needs. The proposed adaptable communication environment of distance learning is constructed by integration of new components of communication scenarios generation, adaptable for student's goals, multilayered domain ontology of learning subject and forming intelligent agents’ framework possible. The paper presents the knowledge‐based component architecture of the distance learning system, which enables a better adaptation of learning resources to students. The paper analyses the possibilities of integrating ontology into the e‐learning system. The issues of decomposing ontology into different levels of understanding are discussed in order to adapt to learner's tasks and goals. A conceptual approach is proposed for extending the existing distance learning system architecture by intelligent and deeper knowledge layers. Santrauka Nuotolinių studijų kokybė daugiausia priklauso nuo kompetentingai parengtų mokomųjų priemonių ir veiksmingai veikiančios studijų paramos sistemos. Ieškant priemonių, kaip pagerinti nuotolinių studijų sistemos infrastruktūrą ir padidinti jos darbo efektyvumą, nagrinėjamos galimybės praplėsti tradicinės nuotolinio mokymo sistemos architektūrą komponentėmis, kurios leistų išplėtoti adaptuotą ir darnų mokymosi procesą. Šio tyrimo uždaviniai skirti paslaugoms, skirtoms išvystyti nuotolinio mokymo aplinką. Siekiant sukurti tinkamą kompiuterizuotą bendradarbiavimo aplinką, lanksčiai prisitaikoma prie kintančių vartotojo poreikių studijų procese. Architektūra projektuojama integruojant naujas komponentes bendravimo scenarijams generuoti, daugelio lygių dalykinės srities ontologijai naudoti ir sudarant sąlygas automatizuotam intelektinių agentų bendravimui. Straipsnyje nagrinėjamos galimybės integruoti dalykinės srities ontologiją į tradicinės nuotolinio mokymo sistemos aplinką. Ontologijos detalizavimo pagal studento supratimo lygmenis klausimai nagrinėjami siekiant pateikti koncepcinį tokios nuotolinės adaptuotos sistemos darbo modelį.

scholarly journals The formation of a professionally-oriented communicative competence of foreign students-economists by means of distance technologies

2019 ◽  
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Learning System ◽  
First Year ◽  
Special Role ◽  
Full Time ◽  
Language Training

The article deals with the use of foreign language distance learning for first-year foreign students of economic specialties. The implementation of distance learning is one of the ways to modernize the education in Ukraine in the context of globalization and the intensive development of information technologies. Distance technologies are now widely used in many fields of education, especially when teaching a foreign language to inophones. Creating an effective learning system, based on information technology, is an urgent task at all levels of education. One of the systems focused on the professional development of future specialists is the system of teaching students a foreign language using information technology. The possibilities of organizing the educational process are not limited to traditional and distance learning. There is a significant educational sector in which distance learning cannot be fully applied, but individual elements of e-learning can be used (in particular, distance learning technologies). It is referred to full-time and part-time (1-2 courses) forms of higher education. The mixed learning has become a special role as a more perfect model of the educational process organization, which takes the advantage of distance learning and compensates for these disadvantages. To improve the organization of the educational process for the language training of foreign students, we consider appropriate to use the materials of distance courses in the models of mixed learning. The options for integrating distance learning into the traditional system of language training for foreigners in the mixed learning models have been analyzed. When integrating the model into a traditional educational process at this stage of foreigners' training, it is suggested to use the distance course developed by us with the prevailing classroom component, because the degree of students' independent work in learning the teaching material of the discipline in the first year is not high. The structure and content of the distance course «Foreign Language» (educational-professional sphere of communication connection), designed on the Moodle platform, are considered in the article. The importance of using distance technologies in the process of organizing language training for foreign students is noted. It contributes to the formation of professional competence of future specialists in the field of economics.

scholarly journals Distance learning problems in the educational process of a university in a pandemic

2021 ◽  
Author(s):  
В.В. Макарова
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
Educational Process ◽  
Learning System ◽  
Learning Problems ◽  
Traditional Learning ◽  
Digital Competence ◽  
Active Teaching ◽  
Distance Learning System ◽  
Labor Resources

В данной статье представлены основные ограничения дистанционного обучения в эпоху экстремальных явлений: во-первых, слабая цифровая компетентность педагогов, которая не позволяет максимально использовать ресурсы педагогической деятельности посредством дистанционных технологий, формирование данной компетенции является важной задачей, реализация которой возможна через программы повышения квалификаций; во-вторых, несовершенная система дистанционного обучения, которая может быть внедрена в образовательный процесс как дополнение традиционному обучению, создание программного обеспечения требует как финансовых, так и трудовых ресурсов; в-третьих, слабая мотивация студентов к образовательной деятельности в процессе дистанционного обучения, которой должен управлять преподаватель, применяя активные методы обучения и координируя студентов на протяжении всего образовательного процесса. На основании полученных данных, предложены пути решения данных ограничений дистанционного обучения в эпоху экстремальных явлений. This article presents the main limitations of distance learning in the era of extreme events: firstly, the weak digital competence of teachers, which does not allow the maximum use of the resources of pedagogical activity through distance technologies, the formation of this competence is an important task, the implementation of which is possible through advanced training programs; secondly, the imperfect distance learning system, which can be introduced into the educational process as an addition to traditional learning, the creation of software requires both financial and labor resources; thirdly, the weak motivation of students for educational activities in the process of distance learning, which must be managed by the teacher, using active teaching methods and coordinating students throughout the educational process. Based on the data obtained, ways of solving these limitations of distance learning in the era of extreme phenomena are proposed.

scholarly journals EFL Students Affective Attitudes towards Distance E-Learning Based on Moodle Platform during the Covid-19the Pandemic: Perspectives from Dr. MoulayTahar University of Saida, Algeria

2021 ◽  
Author(s):  
Djamel BENADLA ◽  
Mohamed Hadji
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Social Situation ◽  
Learning System ◽  
Negative Attitudes ◽  
Affective Attitudes ◽  
Teachers And Students ◽  
E Learning ◽  
Efl Students ◽  
The University

The practice of the online learning system in Algeria is novel. However, with the spread of Covid 19, Algerian universities have been compelled to undertake remote and digital teaching. The University of Dr. MoulayTahar in Saida has arbitrarily hastened in implementing E-learning as an alternative teaching measure to maintain both positive educational outcomes and keep students safe and healthy. This research purports to examine how the University of Dr. MoulayTahar in Saida has used Moodle platform to facilitate the teaching process during the Covid 19. This paper, therefore, stresses the issues of distance e-learning that challenge both teachers and students alike. The researchers attempt to answer the following question: What are the affective attitudes of EFL students towards distance learning assisted with Moodle Platform during the Coronavirus? To supply an adequate answer to the raised question, the researchers have selected a sample of 157 participants. The researchers collected data through a questionnaire and delivered copies to the participants. The findings revealed that both the teachers and the learners were not well prepared for an online learning experience. That there are more disadvantages than advantages. The results of the research conveyed that the technical skills, the teachers’ lack of experience as well as the social situation of the students have made E. learning a complex process. The analysis also revealed that Master students have negative attitudes towards e-learning, and they would prefer face-to-face interaction in the classroom and handouts more than virtual learning.

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