Problems of mass distance learning in a pandemic

2021 ◽  
pp. 4-11
Author(s):  
S. A. Christochevsky
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Work Experience ◽  
Educational Resources ◽  
Learning Problems ◽  
Educational Organizations ◽  
Russian Government ◽  
Online Platforms ◽  
Parents And Children ◽  
Learning Conditions

In 2020, the coronavirus pandemic affected the whole world, including Russia. The Russian government had to introduce emergency measures to combat the pandemic, including the transfer to distance learning of schoolchildren and students. In the context of a pandemic, it became necessary to urgently consider issues and problems of distance learning in educational organizations, primarily in secondary education organizations. Previously, none of the concepts of informatization of education even considered the massive transition to distance learning for schoolchildren and students.The article examines the readiness of educational organizations, parents and children for the massive use of distance learning, analyzes the problems that arise in the implementation of this form of education, including: the problem of choosing software and platforms for distance learning; problems associated with underdeveloped infrastructure; problems of the availability of electronic educational resources corresponding to the new learning conditions; problems of lack of online work experience for both teachers and schoolchildren; as well as other issues related to distance learning.The need is noted: switching the attention of researchers and developers of software and online platforms to research in the field of mass transition to distance learning at all age levels; the development of new distance online platforms and the processing of many electronic educational resources for new platforms; linking multimedia educational content to exemplary basic educational programs of primary, basic and secondary general education.

scholarly journals Some aspects of methodological support of teachers in the conditions of digitalization of general education

2021 ◽  
Vol 53 (5) ◽  
pp. 481-494
Author(s):  
Natalya V. Tarasova ◽  
◽  
Irina P. Pastukhova ◽  
Svetlana G. Chigrina ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Blended Learning ◽  
Work Experience ◽  
Mixed Mode ◽  
Significant Proportion ◽  
Educational Programs ◽  
Learning Problems ◽  
Important Condition ◽  
The Russian Federation

Problem and purpose. The forced transfer of education during the COVID-19 pandemic to distance / mixed mode, demonstrating the possibilities of digitalization of education, at the same time showed that the diagnosis of teachers' difficulties, prompt and adequate support of their activities is the most important condition for ensuring the quality of implementation of basic educational programs and the educational results achieved by students. Purpose of the study: identifying the main difficulties of teachers in organizing distance / blended learning and substantiating the types of support for pedagogical activities in the context of digitalization of general education. Materials and methods. To identify the main difficulties of teachers in the implementation of distance / blended learning and popular types of support for pedagogical activities, an anonymous survey of 1,070 teachers from 76 regions of the Russian Federation was carried out using the questionnaire "Distance and blended learning: problems and opportunities". The results of the study indicate that teachers, regardless of age, work experience, qualification category, place of residence, experienced difficulties in organizing distance learning of a methodological, psychological, technical and logistical nature and needed adequate types of support. However, a significant proportion of the surveyed teachers did not receive any support (31% – material and technical, 24%-technical, 16% – methodological and 35% – psychological), or are not satisfied with the forms of its provision. Conclusion. The results of the study confirmed the need to transform the support of pedagogical activity in the process of digitalization of general education, which should become mainly personalized, complex, combining various types and forms of its implementation.

scholarly journals FEATURES OF LESSON QUALITY ASSESSMENT IN THE CONTEXT OF DIGITAL EDUCATIONAL RESOURCES AND DISTANCE LEARNING TECHNOLOGIES

2020 ◽  
Vol 53 (3) ◽  
pp. 62-70
Author(s):  
E.G. Potupchik ◽  
◽  
Yu.V. Chen ◽  
Keyword(s):  
Education Research ◽  
Distance Learning ◽  
General Education ◽  
Computer Science ◽  
Learning Technologies ◽  
Educational Resources ◽  
E Learning ◽  
Test Materials ◽  
Distance Learning Technologies

Statement of the problem. The variety of new models, forms and methods of organizing school lessons in the context of ICT actualizes the problem of finding objective and affordable ways to assess the quality of a modern lesson. The purpose of the article is to substantiate an expert-criteria approach to assessment of the quality of lessons, which use elements of e-learning and distance educational technologies. The idea of ​​designing a methodology for assessing the quality of lessons is to create expert questionnaires that include weighted criteria quality indicators, as well as questionnaires and test materials. Research methodology is the analysis and synthesis of regulatory documents of basic general education, research works of Russian and foreign scientists, experience in teaching students computer science at different levels of general education. Research results. The paper proposes and substantiates an expert-criteria procedural scheme for evaluating the quality of modern lessons that use elements of e-learning and distance learning technologies. The method of assessing the quality of lessons consists in creating expert questionnaires that include weight criteria for quality, as well as questionnaire and test materials. Conclusion. Currently, the performance of testing of test tasks for evaluating each type of educational results (personal, subject, and meta-subject) is being tested and a pedagogical experiment is being carried out in Secondary School No. 9 of Krasnoyarsk to conduct lessons in Computer Science of four types: 1) without the use of the digital educational resources (DER); 2) with partial use of the DER; 3) with long-term use of the DER; 4) mega-lessons (the use of the DER throughout the lesson). The procedural scheme for collecting and processing expert indicators is formalized and provides for the possibility of automating statistical data processing and subsequent improvement of criteria based on the “constructor” principle. The proposed method can be used by school administrations to make decisions on the management of the educational process.

scholarly journals Distance Learning during the Covid-19 Pandemic: Organizational and Psychological Issues

2021 ◽  
pp. 34-43
Author(s):  
Ж.К. Леонова ◽  
Е.Н. Белоус ◽  
А.С. Ляпин ◽  
С.С. Савельева
Keyword(s):  
Distance Learning ◽  
Large Scale ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Problems ◽  
Educational Organizations ◽  
Psychological Issues ◽  
Distance Learning Technologies ◽  
Remote Learning

Актуальность исследования проистекает из необходимости обобщения опыта масштабного введения дистанционного обучения в связи пандемией коронавируса. Это обстоятельство поставило перед образовательными организациями ряд вопросов, которые требуют научного обобщения и анализа. Авторы отмечают, что по мере расширения технических и методических возможностей образовательных организаций усиливается тенденция значимости дистанционных технологий в системе образования в целом. При реализации дистанционного обучения выявлены организационные и психологические проблемы, к наиболее очевидным из которых можно отнести следующие: отсутствие стандартов дистанционного образования, проблема авторских прав на учебные и учебно-методические материалы, возможности студентов и преподавателей по приобретению необходимого оборудования для дистанционного обучения, ослабление чувства корпоративного единства у участников образовательного процесса и др. Наряду с организационными, правовыми и социальными вопросами, имеют место и проблемы психологического характера. В статье рассмотрены результаты анкетирования преподавателей, студентов и их родителей по результатам дистанционного обучения в условиях пандемии коронавируса. Исследование проводилось в дистанционном режиме с использованием гугл-форм; количество участников — 161 человек. По мнению авторов, обобщенные результаты данного исследования могут послужить некоторыми ориентирами в процессе применения дистанционных форм обучения в вузе. The relevance of the research is accounted for by the necessity to generalize the experience of large scale distance learning introduced because of the covid-19 pandemic. The pandemic has made educational organizations face a number of issues which should be analyzed and generalized. The authors maintain that the role of distance-learning technologies increases alongside the enhancement of technological and methodological capacity of educational organizations. Distance learning reveals a number of organizational and psychological problems, the most obvious of which are the following: absence of standards of remote learning, problems associated with copyright for e-textbooks and other learning materials, students’ and teachers’ purchasing power (when it concerns supplies for remote learning), reduced sense of corporate unity, etc. The authors maintain that the participants of remote learning experience problems of organizational, legal, social and psychological character. The article analyzes the results of a survey of teachers, students and their parents focusing on their perception of distance learning during the covid-19 pandemic. The survey was conducted online (google-forms) and involved 161 participants. The authors maintain that the generalized results of the research can be used as guidelines for further implementation of distance learning in universities.

scholarly journals Analysis of the use of digital technologies in the activities of educational organizations in the conditions of distance learning (from the experience of France)

2021 ◽  
Vol 101 ◽  
pp. 03011
Author(s):  
Vasilina Anatolevna Kastornova ◽  
Natalia Viktorovna Gerova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Digital Technologies ◽  
Educational Resources ◽  
Organizational Forms ◽  
Learning Technology ◽  
Educational Organizations ◽  
Work Space ◽  
Digital Work

The article deals with the issues of setting up and developing distance learning technology in France on the example of the National Center for Distance Education (CNED). The organizational forms of its implementation are given, the role of digital educational resources and digital work space in realization of distance learning is shown.

scholarly journals Paths to Distance Learning at A University and its Application

2021 ◽  
Vol 9 (4) ◽  
pp. 112-126
Author(s):  
Galina Cherednichenko
Keyword(s):  
Distance Education ◽  
Labor Market ◽  
Distance Learning ◽  
Secondary Education ◽  
Work Experience ◽  
Educational Resources ◽  
Educational Strategies ◽  
Educational Trajectories ◽  
Socioeconomic Composition

The results of a 2019 sociological survey conducted on a nationwide structured Abstract sample of extramural students (2019) and graduates (2000–2018) of Higher Edu cational Institutions (HEIs) are used to reveal cultural, socio-economic, territorial origin of extramural students and graduates and identify the types of their educational strategies as well work experience and status at the enrollment stage. We analyze their movements within the socio-occupational hierarchy as a result of obtaining that education. Extramural students differ from full-timers in that they feature a more de mocratic socioeconomic composition and possess a different amount of educational resources at the enrollment stage. These differences are presented in the form of four educational trajectories, which correlate with indicators of origin on a scale from “weaker” to “stronger”. “Advantages / disadvantages” of the educational trajectories and status at the enrollment stage, affect the degree of success in the application of distance education in the labor market in accordance with the level of qualifications and specialties of the diploma. Extramural students / graduates are formed from two streams: those who enter the HEIs immediately after secondary education and those who come with work experience. The latter get a higher return on the labor market from distance education.

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.

Introduction and dissemination of innovations during the pandemic: the experience of educational organizations in Krasnoyarsk

2021 ◽  
pp. 102-109
Author(s):  
Evgeniya Valerievna Velichko ◽  
◽  
Nadezhda Semyonovna Ageeva ◽  
Olga Nikolaevna Terentyeva ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Management Practices ◽  
Research Result ◽  
Secondary Analysis ◽  
Main Idea ◽  
Educational Process ◽  
Educational Organizations ◽  
Educational Innovations ◽  
Materials Used ◽  
The City

The educational process, not only in our country, but also in the world, has undergone drastic changes since March 2020. The total transition from traditional classroom classes to distance education occurred due to the threat of the coronavirus pandemic (COVID-19). The changes affected not only the learning process, but also the innovative activities that were implemented in educational organizations. The purpose of this article is to describe and analyze the experience of spreading innovations in schools in the city of Krasnoyarsk during the pandemic to identify related problems and ways to solve them. The main idea of the work is to study the transformation of the phenomenon of educational innovations in school education in the context of universal distance learning. Within the framework of the study, the possibility of organizing distance learning and conducting innovative activities during the pandemic was monitored. The survey was conducted for all educational organizations in the city of Krasnoyarsk. Secondary analysis and interpretation of the survey results, systematization and classification of the theoretical and factual materials used, analysis of management practices and experience of educational organizations in the conditions of extreme transition to remote mode were carried out, which together made up the author’s research result. In the course of the work, the key problems faced by the education system of the city of Krasnoyarsk during the transition to remote operation were also identified.

DISTANCE LEARNING AND INFORMATION SECURITY

2021 ◽  
pp. 51-65
Author(s):  
Andrei V. Gavrilenko ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information Security ◽  
Learning System ◽  
Learning Problems ◽  
Security Assessment ◽  
Critical Nodes ◽  
Distance Learning System ◽  
Principal Directions ◽  
The University

The article considers an issue of information security of the distance education systems. It analyzes the functions and architecture of the typical distance education system. With considering the requirements of information security it also discusses the university information system for solving the distance learning problems. The author defines valuable assets and information resources and describes the existing security threats. The subjects of interaction in the distance learning mode are presented. There is a consideration of the principal directions of the university’s activity in the distance learning system, requiring constant monitoring of information security. A threat model is worked out and the main security vulnerabilities are highlighted. The analysis of the causes and consequences of information security violation in the distance learning system is carried out and most vulnerable and critical nodes were identified. The hardware and software requirements for the remote mode work are regarded. A recommended list of hardware and software tools that ensure compliance with safety requirements is presented. The major lines of protection for distance learning systems are highlighted. The article proves the necessity of conducting a regular security assessment as a means for monitoring an effectiveness of the protection system.

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