scholarly journals ORGANIZATION OF DISTANCE EDUCATION IN SECONDARY SCHOOLS

1970 ◽  
Vol 14 (6) ◽  
Author(s):  
Tamara O. Derba
Keyword(s):  
Distance Education ◽  
Educational Technology ◽  
Distance Learning ◽  
Secondary Schools ◽  
Learning Technologies ◽  
Distance Learning Technologies

The article analyzes the models of distance education in the secondary schools, discusses educational technology of distance education in school, it is presented an example of a universal distance learning technologies in secondary schools at their profile level.

scholarly journals Les déterminants technologiques de la persévérance des étudiants dans les cours à distance de niveau collégial : Les modalités de cours jouent-elles un rôle?

2019 ◽  
Vol 45 (2) ◽  
Author(s):  
Sawsen Lakhal
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Partial Least Square ◽  
Least Square ◽  
Intention To Use ◽  
Unified Theory ◽  
Use Of Technology ◽  
Distance Learning Technologies ◽  
Education Courses

L’objectif de cette étude est d’identifier et d’analyser les déterminants technologiques de la persévérance dans les cours à distance de niveau collégial (n=61), issus du modèle Unified theory of acceptance and use of technology (UTAUT). Les résultats des analyses par équations structurelles (Partial Least Square) indiquent que parmi ces derniers déterminants, seulement les conditions facilitantes ont un impact significatif et positif sur l’intention comportementale d’utiliser les technologies des cours à distance (R2=54%) définie comme l’intention de l’étudiant de réaliser ce comportement, qui a son tour a un effet significatif et positif sur la persévérance, définie par l’intention de finir le cours à distance auquel l’étudiant est inscrit (R2=14,2%) et par l’intention de s’inscrire dans le futur dans d’autres cours à distance (R2=65%). Les analyses des ANOVA font ressortir des différences significatives entre les groupes d’étudiants assignés à des modalités différentes de cours à distance sur tous les facteurs technologiques laissant présager que des analyses différenciées, selon la modalité de cours, devraient être envisagées dans le futur. This study aims to identify and analyze the technological determinants of persistence in college distance education courses (N=61), derived from the Unified theory of acceptance and use of technology (UTAUT) model. The results of the structural equation analyses (Partial Least Square) revealed that among these determinants, only facilitating conditions have a significant and positive impact on the behavioural intention to use distance learning technologies (R2 = 54%) defined as the student’s intention to display this behaviour. Moreover, behavioral intention to use distance learning technologies has a significant and positive effect on persistence, defined as the intention to finish the distance education course in which the student is enrolled (R2 = 14.2 %) and the intention to enroll in other distance education courses in the future (R2 = 65%). The ANOVA analyses revealed significant differences between the groups of students assigned to different courses delivery modes on all the technological factors, suggesting that differentiated analyses, depending on the course delivery mode, should be performed in the future.

scholarly journals INNOVATIVE DISTANCE LEARNING TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES TO STUDENTS OF NON-LINGUISTIC UNIVERSITIES

InterConf ◽  
2021 ◽  
pp. 76-82
Author(s):  
Svitlana Nykyporets ◽  
Nataliia Hadaichuk ◽  
Nadiia Herasymenko
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Foreign Languages ◽  
Distance Learning Technologies ◽  
Distance Courses ◽  
Independent Work

The article deals with innovative distance learning technologies for teaching foreign languages to students. The principle of distance education is described. The new role of the teacher is justified. It is considered a decrease in the number of classroom hours and an increase in hours devoted to students’ independent work. The aims of pure distance courses and elective learning courses are shown. The gaining popularity of distance learning of foreign languages is approved.

NASPAA Faculty and Their Involvement Distance Edcucation

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 15
Author(s):  
Marvin Hoffman ◽  
Dragan Stefanovic ◽  
Ruth Ann Strickland ◽  
Dan Gurley
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
The United States ◽  
Learning Technologies ◽  
Pedagogical Issues ◽  
Traditional Course ◽  
Additional Information ◽  
Course Materials ◽  
Remote Sites ◽  
Distance Learning Technologies

This paper assesses the current use of distance learning technologies in graduate-level public administration programs in the United States.  A telephone survey was undertaken of NASPAA-affiliated MPA programs and responses were received from 100 program directors.  Distance learning means a number of different things in different universities, ranging from the email and web supplements to traditional course materials up to and including videoclasses and faculty-student teleconferencing.  We find that the number of programs using distance learning is rapidly expanding, with 25 universities now using distance learning techologies and 14 more planning implementation within three years.  Although the number of remote sites currently served by a program through distance learning is typically one or two, some statewide programs exist.  Among programs using distance education technology, courses typically comprise only a portion of a student's program, but some programs exist in which a student can complete an entire MPA degree from a remote site.  This article discusses pedagogical issues, such as optimal class size as well as instructor-student and student-peer interaction.  The rationales cited by directors for implementing distance learning are examined. A bibliography is included that directs the reader to additional information regarding future trends in distance education as well as the on-going debate over pedagogical issues relating to distance education.   

scholarly journals Distance learning opportunities during the COVID-19 epidemic

2020 ◽  
Vol 101 (6) ◽  
pp. 876-882
Author(s):  
A M Ziganshin ◽  
V A Mudrov ◽  
S F Nasyrova ◽  
V Z Galimzyanov ◽  
D A Salimonenko ◽  
...  
Keyword(s):  
Distance Education ◽  
Medical Education ◽  
Distance Learning ◽  
Continuing Medical Education ◽  
Study Groups ◽  
Learning Technologies ◽  
Knowledge Assessment ◽  
Group I ◽  
Group Ii ◽  
Distance Learning Technologies

Aim. To compare the results of using traditional and distance education technologies in the training of obstetricians and gynecologists in the continuing medical education cycles. Methods. The effectiveness of the use of traditional and distance learning technologies in the training of obstetrician-gynecologists on the continuing medical education cycles was assessed based on Bashkir State Medical University. The study included an assessment of the knowledge of obstetricians and gynaecologists trained in the 36-hour program. Two study groups were selected. The group I included 28 doctors, whose training and knowledge assessment was carried out mainly using traditional education technologies. The group II consisted of 30 doctors, whose training and knowledge assessment was carried out using distance education technologies. The final effectiveness of the use of the studied technologies was evaluated based on the analysis of the final test results and the solution of situational clinical tasks as a General interview. The research results processing was performed by IBM SPSS Statistics Version 25.0. Results. The study revealed that the use of distance learning technologies does not lead to a decrease in the physician's level of training: 70.0% in group I, 60.7% in group II (2=0.11, df=1, p=0.74). Meanwhile, the distance learning format causes difficulties for doctors of the older age group: in group I, there is a direct moderate correlation between age and performance (r=0.497, p=0.007), in group II a noticeable inverse correlation (r=0.689, p 0.001). Conclusion. Based on the results of the study, it is necessary to take a differentiated approach to the formation of groups for distance learning in the future.

WAYS TO ACTIVATE THE ATTENTION OF STUDENTS IN THE CONDITIONS OF DISTANCE EDUCATION

2021 ◽  
pp. 94-98
Author(s):  
Makhina L.A. ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Educational Activities ◽  
Distance Learning Technologies

The implementation of the curriculum in the context of the pandemic has become impossible without the use of modern distance learning technologies. Isolation, lack of disciplinary requirements from the outside, computerization of educational activities become triggers of negative mental phenomena, cause problems with the activation and preservation of attention by students. The article analyzes the causes of difficulties with attention retention in the process of computerized activity and suggests ways to activate remotely students' attention based on some theories of attention.

scholarly journals The Use of Neural Networks in Distance Education Technologies for the Identification of Students

2021 ◽  
Vol 25 (3) ◽  
pp. 26-35
Author(s):  
O. A. Kozlova ◽  
A. A. Protasova
Keyword(s):  
Neural Network ◽  
Neural Networks ◽  
Distance Education ◽  
Artificial Neural Networks ◽  
Distance Learning ◽  
Learning Technologies ◽  
Educational Technologies ◽  
Reference Base ◽  
Artificial Neural ◽  
Distance Learning Technologies

Purpose of the research. The purpose of this research is to study the problems of the features of teaching technologies of modern artificial neural networks for carrying out the procedure of unambiguous authentication of students according to a pre-formed reference base of digital biometric characteristics of the authorized users in the field of distance educational technologies.In the modern world, artificial neural networks are successfully used in both applied and scientific fields. The problem of authenticating a human personality, implemented using artificial neural networks, finds practical application in solving problems such as the protection of state and corporate information resources, robotics, access control systems, information retrieval, control systems, etc., and is already beginning to find application in the field of distance educational technologies. In March 2021, the Government of the Russian Federation developed a decree on the basis of which higher educational institutions are allowed to use distance learning technologies. Conducting remotely activities of intermediate and final certification, as well as monitoring the current progress of both distance learning students and full-time and part-time students with a temporary transition to distance learning in a pandemic, the problem of identifying the student’s personality arises in order to achieve unambiguous recognition of the authorized users for the purpose of reliable assessment of learning outcomes, which can be solved using modern technologies of artificial neural networks.Materials and methods. Methods of reviewing scientific literature on the research topic, methods of collecting, structuring and analyzing the information obtained were used as materials and methods.Research results. The results of the study allow us to draw the following conclusions: to solve the problem of authenticating students in distance education systems it is first necessary to form the actual base of biometric characteristics of the authorized users, which will be compared with the biometric data of the identified users, and for the recognition procedure, the neural network must be trained in advance on special trainers datasets. The identification procedure must be repeated several times during a session to ensure that the identity of the authorized user is verified.Conclusion. Realizing the set goal to study the problematics of learning technologies of modern artificial neural networks for carrying out the procedure of unambiguous authentication of students according to a pre-formed reference base of digital biometric characteristics of authorized users in the field of distance learning technologies, and relying on the results obtained in the course of generalization and analysis of existing experience and our own studies, the authors identified two independent stages in the algorithm for the implementation of the task of identifying the student’s personality: the formation of a reference base of digital biometric characteristics of authorized users and user authentication according to the previously formed reference base, and also revealed that when training a neural network, it is necessary to take into account a sufficiently large number of different attributes affecting it. With an insufficient number of training sets (datasets), neural networks begin to perceive errors as reliable information, which, as a result, will lead to the need to retrain neural networks. With a sufficiently large number of training sets (dataset), more versions of dependencies and variability appear, which makes it possible to create rather complex machine learning models of neural networks, in which retraining takes the main place.

scholarly journals DIALOGICAL PEDAGOGICAL INTERACTION IN THE CASE OF DISTANCE LEARNING

2020 ◽  
Vol 2 (31(58)) ◽  
pp. 20-23
Author(s):  
Svetlana Valerievna Lazarevich ◽  
Alla Vasilievna Erofeeva ◽  
Daria Sergeevna Dorozhkina
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Positive Attitude ◽  
Learning Model ◽  
Learning Technologies ◽  
Traditional Learning ◽  
Traditional Format ◽  
Distance Learning Technologies ◽  
Current Stage

The purpose of the article is to study the issue of the possibility of implementing dialogical pedagogical interaction in the context of distance learning. The problems which the universities faced during the period of distance education are analyzed. The results of the students’ interview show that the majority has a positive attitude towards the introduction of distance learning technologies, but at the same time the traditional learning model must be preserved in general. The concept of pedagogical communication is given. In conclusion we can say that at the current stage the effective dialogical pedagogical communication is possible only with the traditional format of education.

scholarly journals Organization of training in the discipline «Physical culture and sport» in educational institutions of the Federal Penitentiary Service of Russia using distance education technologies

2021 ◽  
Vol 231 (8) ◽  
pp. 47-56
Author(s):  
MIKHAIL Y. NOKHRIN ◽  
◽  
ANDREI V. STEPANOV ◽  
ROMAN O. MOSKVINOV ◽  
◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Physical Culture ◽  
Educational Organizations ◽  
Combat Training ◽  
The Subject ◽  
Distance Learning Technologies

The article discusses the problem of organizing classes in the discipline «Physical culture and sport» with the use of distance education technologies, which is a result of the insufficient development of the methodological base, and the procedure for organizing training sessions in the distance form. The subject of the research is the use of distance education technologies in physical culture and sports training sessions. The purpose of the research is to study the experience of work with the use of distance learning technologies, develop methodological support and make recommendations for organizing training sessions in the discipline «Physical culture and sport». The methodological basis of the research was formed by methods of studying and generalizing advanced pedagogical experience, pedagogical observation, and modeling. As a result of the study, the structure of the organization of the educational process in the discipline «Physical culture and sport» with the use of distance education technologies, methodological recommendations and the procedure for organizing training sessions have been developed. The results of the study will add to the methodological base for organizing training sessions in the discipline «Physical culture and sport» not only in educational institutions of the Federal Penitentiary Service of Russia, but also in educational institutions of other departments. The obtained results of the research will be useful for lecturers, lecturers-methodologists of educational departments of educational organizations, teachers, inspectors for service and combat training in organizing the educational process. Key words: distance education technologies, physical culture, sports, physical qualities, students.

scholarly journals Experience in Implementing Distance Learning Technologies in an International Context

2021 ◽  
Vol 7 (3) ◽  
pp. 39-46
Author(s):  
Maiia S. Serhiienko ◽  
Volodymyr M. Liutyi ◽  
Megan Wilson
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Global Education ◽  
Comparative Method ◽  
Learning Technologies ◽  
Educational Process ◽  
International Standards ◽  
Advantages And Disadvantages ◽  
Self Development ◽  
Distance Learning Technologies

The relevance of the study is determined by socio-cultural processes, which necessitate the revision of methods for organising the educational process, in particular the transition to distance learning, and the establishment of correlations with international standards. The purpose of the article is to identify the features, advantages, and disadvantages of distance learning, along with the prospects for development in accordance with the comparative analysis of Ukrainian and foreign experience with distance education. Methods and techniques varied depending on the tasks at each research stage, thus, the method of a targeted selection, the comparative method, the generalisation and systematisation of the theoretical material, and others were applied. The article substantiates the prospects for the development and implementation of distance learning technologies. The Ukrainian and foreign studies which focus on the “distance education” are analysed; ways of the distance learning implementation are outlined; the conditions for the appropriate and effective distance learning introduction are indicated; advantages and disadvantages of the distance learning are identified, the urgency of the development of distance education in Ukraine is substantiated. The factors that contributed to the emergence and development of distance learning courses are highlighted, the current problems of introduction of distance learning technologies are specified. The article compares the experience of introducing distance learning in different countries, which is based on statistics for 2020-2021. It is stated that the student of the distance learning course must have great will and motivation, be able to properly organise their time, since distance learning is directly aimed at self-education and self-development of the learner. The practical value of the obtained results lies in the application of distance technologies in the educational activities of higher education institutions and in accelerating the modernisation and adaptation of the current education system in Ukraine, in accordance with the requirements and trends of the global education sphere

scholarly journals Students ‘view on distance education

2021 ◽  
Vol 18 (3) ◽  
pp. 157-170
Author(s):  
Elena V. Maksimyuk
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Educational Process ◽  
Modern World ◽  
Historical Period ◽  
Full Time ◽  
Distance Learning Technologies ◽  
Two Stages ◽  
Goals And Objectives

The paper analyzes the results of an associative experiment conducted with second-year students (SibADI, Omsk) in the fall of 2020 with the aim of assessing the experience of the mass introduction of distance learning technologies, assessing the receptive reactions of students, identifying the degree of emotional comfort of learning during a pandemic, the difficulties they had to be faced, their sources and the degree of recurrence. The results of the study became the basis for the development of methodological recommendations in order to increase the degree of effectiveness of the educational process in a distance format. The introduction reveals the essence of the concept of distance education, its goals and objectives at different stages in different countries. A number of advantages provided by the distance learning format and its relevance in the modern world are highlighted. The results of the experiment showed that not all students are psychologically ready for a sharp transition to distance learning. The wide public resonance aroused increased interest in researching the problems that have arisen in this educational sphere. The associative experiment took place in two stages. The first question was aimed at identifying the preferences of the form of education of full-time students. The question was: What form of education do you prefer full-time or distance learning? The responses ratio was 70:30. Seventy percent of the surveyed respondents preferred full-time education, the rest distance learning. In the second part, they were invited to take part in an associative experiment to reconstruct a fragment of the national linguistic picture of the world in a certain historical period. Through an associative experiment, we were able to identify and analyze the psychoemotional assessment of the components and their frequency within the modified concept of distance education; practical recommendations of a didactic nature were proposed for reducing negative connotations and removing psychological barriers in the process of distance learning.

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