scholarly journals FOREIGN EXPERIENCE AND UKRAINIAN REALITIES OF MASS OPEN ONLINE COURSES USE IN INTERNATIONAL EDUCATION AREA

2018 ◽  
Vol 68 (6) ◽  
pp. 262
Author(s):  
Nataliia M. Avshenyuk ◽  
Valentyna I. Berezan ◽  
Natalya M. Bidyuk ◽  
Maria P. Leshchenko
Keyword(s):  
International Education ◽  
Information And Communication Technologies ◽  
Graphical Representation ◽  
Online Courses ◽  
Statistical Processing ◽  
Educational Practices ◽  
Pedagogical Issues ◽  
Education Development ◽  
Study Results ◽  
Information And Communication

The article deals with the problem of influence of information and communication technologies on the higher education development. The peculiarities and dynamics of the MOOC expansion in the international educational space are determined, the experience of MOOC usage in the conditions of transnational education has been analysed, and the MOOC functions in Ukrainian educational reality have been investigated. The following methods were used in research: content analysis of scientific literature to clarify the essence of the research main categories; online courses netnography for studying their specifics; questionnaire, statistical processing and graphical representation of the study results concerning the MOOC functions in domestic educational practices. The essence of the term “MOOC” is clarified, the concept of their construction as well as features of technological functioning is revealed. The history of MOOC development in foreign countries (USA, Australia, Japan, Europe) and Ukraine is analysed. MOOC emergence and expansion is associated with digital humanities development and digital humanistic pedagogy establishment in the international educational space. The research results, which define the MOOC functions in the Ukraine educational practices, namely, ensuring openness, enriching the content of learning, individualization and inter-activation are characterized. Five main problems of the MOOC implementation are highlighted and investigated: 1) the presence of two different MOOC types; 2) the role of a teacher in MOOC; 3) participation of students in MOOC; 4) understanding and usage of the “mass” character of MOOC; 5) the boundary between the MOOC openness and control over them. Unprecedented popularity and opportunities for reaching the student audience have prompted international organizations and their education departments to initiate global forums to discuss the urgent economic, social, technological, psychological and pedagogical issues that arose during the MOOC introduction, as well as to adopt regulatory documents to ensure the quality of MOOC provision.

scholarly journals Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom

2015 ◽  
Vol 23 ◽  
Author(s):  
Colleen Stieler-Hunt ◽  
Christian M. Jones
Keyword(s):  
Elementary Education ◽  
Information And Communication Technologies ◽  
Diffusion Of Innovations ◽  
Pedagogical Issues ◽  
Learning Technology ◽  
Educational Beliefs ◽  
Diffusion Of Innovations Theory ◽  
Positive Attitudes ◽  
Subjective Success ◽  
Information And Communication

This study used qualitative methods to explore why some educators embrace the use of digital game-play (DGP) in the classroom. The results indicated that these teachers had a very strong belief that DGP could be beneficial for learning which stemmed from experiencing their own form of subjective success with using DGP in the classroom, availing themselves of information and advocacy about using DGP in the classroom and personal experiences with DGP either through their own DGP or through watching their own children play games. They also shared positive attitudes towards information and communication technologies generally and had initially been invited to use DGP in the classroom by someone in authority. Their use of DGP was also something that they felt made them different to other teachers. Applying these findings to Rogers’ Diffusion of Innovations theory predicted that the diffusion rate of using DGP in the classroom will continue to be slow. Finally, this study indicates that teachers need to experience their own form of subjective ‘success’ in order to find DGP valuable and this subjective ‘success’ often goes beyond test score performance.Keywords: game-based learning; video games; elementary education; secondary education; educational beliefs; pedagogical issues(Published: 4 September 2015)Citation: Research in Learning Technology 2015, 23: 26155 - http://dx.doi.org/10.3402/rlt.v23.26155

Current and Future Trends in Higher Education Learning

2015 ◽  
pp. 277-292 ◽  
Author(s):  
Mary Holz-Clause ◽  
Dileepkumar Guntuku ◽  
Vikram Koundinya ◽  
Reginald Clause ◽  
Kanika Singh
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Courses ◽  
Future Trend ◽  
Future Trends ◽  
Information And Communication ◽  
Methods Of Learning ◽  
Teaching Learning

Emerging educational practices and growing demand from education researchers and learners appear to be driving a shift toward the learner and context-centered teaching approach. Higher education is transitioning delivery from a predominantly teacher-centered mode to a non-traditional learner-oriented one. This change is being primarily facilitated by the advent of Information and Communication Technologies (ICTs) in curriculum design and delivery ushering online learning. In this chapter, we discuss the current and future trends in higher education for curriculum design and delivery using online learning. We present Massive Open Online Courses (MOOCs) as an online teaching-learning future trend that can help provide educational access to millions of students geographically situated all over the world. We share a case study from India, highlighting the initiatives in the field of higher education and course delivery with the use of ICTs and the changes in methods of learning-content delivery. The advantages and challenges associated with MOOCs are also discussed.

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.

Flipping the Classroom to Gain Time

2019 ◽  
pp. 2146-2164
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

Flipping the Classroom to Gain Time

2016 ◽  
Vol 18 (4) ◽  
pp. 36-52 ◽  
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

Using Open Source to Building and Accessing Learning Objects and Online Courses

2011 ◽  
pp. 266-297
Author(s):  
Christos Bouras ◽  
Maria Nani
Keyword(s):  
Open Source ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Learning Objects ◽  
Learning Technology ◽  
Learning Content ◽  
Technology Products ◽  
Web Standards ◽  
Information And Communication ◽  
E Learning

As e-learning continuously gains the interest of the scientific community, industry, and government, a wide variety of learning technology products have been incorporated into the marketplace. Advances in information and communication technologies are in favor of the incorporation of innovative services and functionalities in such systems, though content creation and delivery remain the two key factors in any e-learning system. Therefore, in this chapter, we present the design and implementation of a tool targeted at building and accessing learning objects and online courses through the Web. This tool aims to facilitate instructors and trainers to easily develop accessible, reusable, and traceable learning content that can meet their distant students’ needs for anytime and anyplace learning. Learners are able to access learning content, in addition to consulting, at any time, reports on their interactions within a course and get support by subject experts. Furthermore, all users can request to upgrade their role in the system and, thus, actively participate in the learning process. Special attention has been paid on the utilization of reliable and qualitative open source technologies and Web standards so that the proposed solution can form an easily accessible system.

scholarly journals Athabasca University: Conversion from Traditional Distance Education to Online Courses, Programs and Services

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Alan Davis
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Online Delivery ◽  
Online Distance Education ◽  
Information And Communication ◽  
Online Distance ◽  
Undergraduate Programs ◽  
The University

In its 30 years of operation, Athabasca University has witnessed the full impact of the growth of online distance education. Its conversion from mixed media course production and telephone/mail tutoring to a variety of electronic information and communication technologies has been heterogeneous across disciplines and programs. Undergraduate programs in business, computing, and some social science programs have largely led the conversion, and all graduate programs have, since their inception, employed various features of online delivery. The parallel conversion of student services has been equally important to the effectiveness of these processes. The implications of this approach for the quality of offerings, support systems, costing, and the primary mandate of the University (which is to remove barriers, not create them) are discussed.

Harnessing information and communication technologies for effective knowledge creation

2017 ◽  
Vol 30 (5) ◽  
pp. 831-855 ◽  
Author(s):  
Vikas Gupta ◽  
Namita Jain
Keyword(s):  
Information And Communication Technologies ◽  
Customer Service ◽  
Online Courses ◽  
Communication Technologies ◽  
Content Type ◽  
The Future ◽  
Brick And Mortar ◽  
Technological Developments ◽  
Information And Communication ◽  
Future Of Education

Purpose Education is subject to the same pressures as a business, it has to spur innovation, improve customer service and achieve operational excellence. Education is expected to solve intricate problems that heralded the twenty-first century. Niche areas emerged in education that need further study and research. The authors postulate such demands may be met by information and communication technologies (ICTs) that opened up the avenue for innovation and experimentation in education. One such innovation is online learning and massive open online courses (MOOCs) that represent immense opportunities in education. With their advent, even the permanent relevance of physical classrooms has been questioned. The purpose of this paper is to answer to all these questions and attempts to fill gaps in the understanding of the future of education. Design/methodology/approach The paper came into being after a review of literature pertaining to the changing ecosystem of education and an analysis of newer platforms like MOOCs. The paper surveyed books, scholarly articles, reports, conference proceedings and online databases in the area of education and related technological developments. Findings The existence of MOOCs in the education landscape cannot be ignored. This is proven by the fact that MOOC enrollment surpassed 35 million users in 2015. MOOCs were considered a popular concept in the developed world to start with. But, today MOOCs are being offered by universities in developing nations too. As the number of participant countries increases, MOOCs in vernacular languages are being developed to overcome the language barrier. The paper found that the online model cannot replace the brick and mortar model completely. Rather, it will complement it by providing an enriching experience to various stakeholders, including the learner and the instructor. In the future, students will have the advantage of a blended classroom where the best of online and offline models converge into an optimal experience. Research limitations/implications As the theme of the paper is new and the educational landscape continues to evolve, it is very difficult to determine the pace of transformation of education. However, the authors have tried to suggest a conceptual framework for the future in education, subject to empirical validation. Practical implications This paper helps us understand that we are in a rapidly evolving scenario where innovations have the potential to disrupt the existing model. Such disruptions can have behavioral, economical and social ramifications. A better understanding of such alterations will help academicians equip themselves for evolving classrooms and the changing nature of their jobs. The new ICT enabled ecosystem will also try to overcome issues related to the quality of education and knowledge dissemination. Originality/value The present paper is a comprehensive study of the opportunities and challenges posed by emerging classrooms.

scholarly journals Development of E-government in Russia: Problems and Prospects

2019 ◽  
pp. 60-68
Author(s):  
T. N. Litvinova
Keyword(s):  
Information And Communication Technologies ◽  
Political Communication ◽  
Computer Literacy ◽  
Communication Technologies ◽  
Electronic Government ◽  
Development Index ◽  
Study Results ◽  
Wide Range ◽  
Information And Communication ◽  
Government Development

Introduction. The article gives an assessment of the e-government development in Russia from 2008 to 2018. E-government contributes to the development of the state’s information infrastructure, improves the effciency of public service delivery to the society and attracts the public to participate in the process of developing and adopting government decisions. The article presents a comparative analysis of the development of the electronic government of Russia with other countries. The key issues of improving e-government in Russia are identifed on the basis of the UN e-government development index. This indicator allows assessing whether the state is ready to provide electronic public services to citizens and what are its opportunities for using information and communication technologies in providing these services.Materials and methods. Electronic government has become the subject of a wide range of disciplines, including political communication and sociology. Currently, scientists are paying increasing attention to the intersection of technological factors, equipment and culture in the adoption and use of information and communication technologies (ICT), e-government research has begun to demonstrate some diversifcation. Russian scientists mostly focus on the statistic data of implementation of egovernment and consequences for governance and society. This investigation is based on following methods: 1) content-analysis of offcial documents of the Russian Federation concerning e-government; 2) declarations and interviews of offcial authorities; 3) monitoring of mass media; 3) international and national statistics data analysis.Study results. Russia has relatively good indicators of e-government development in the world (according to UN e-Government Development Index), and the introduction of e-government is quite fast. But, in comparison with the leading countries, Russia still lags far behind in many respects because of: huge territory; low level of distribution of electronic services; low activity of mobile communication; weak dynamics of the increase in the number of Internet users; lack of the necessary law regulatory framework; low computer literacy of many government offcials.

scholarly journals ВПЛИВ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ НА ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ОСОБИСТОСТІ ФАХІВЦЯ СОЦІАЛЬНОЇ РОБОТИ

2018 ◽  
Vol 66 (4) ◽  
pp. 93 ◽  
Author(s):  
Valentyna V. Balakhtar
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Information And Communication Technologies ◽  
Human Person ◽  
Communication Technologies ◽  
Educational Process ◽  
Professional Activity ◽  
Education Development ◽  
The Social ◽  
Information And Communication

The problem of forming the competence of a specialist in social work has always been a complex issue that needs to be addressed as rapidly as possible. At present there is a growing demand for specialists in the social sphere, characterized by a clearly defined professional focus, high intellectual level, creativity, the ability to constant development and improvement, analyze the problems of vulnerable population groups, plan the work of both social workers and the social service in general, dedication to human, national ideas etc. The provision of quality education for prospective specialists in social work in Ukraine requires the revision of methods and forms, principles and approaches to their training. The article justifies the necessity of using the information and communication technologies in the educational process, as modern social workers should have a competitive advantage in the labor market, be able to respond efficiently to the problems in the human-human system relying on their own ability to communicate and cooperate with various categories of population, and at the same time striving to achieve a holistic development of one's own personality and professional activity, acquire competences, skills, professionalism. Nowadays the human person, with their essential nature and subjectivity is the highest objective of society. The introduction of information and communication technologies into the training promotes the development of professional competences of the future social workers and is an arms-length process of education development. Prospective trends of using information and communication technologies are determined as following: they can be both the object of study and the means of instructions. The results of a survey among specialists in social work on obtaining practical-oriented knowledge and skills have been presented.

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