scholarly journals THE RESPONSE OF UKRAINIAN TEACHERS TO СOVID-19: CHALLENGES AND NEEDS IN THE USE OF DIGITAL TOOLS FOR DISTANCE LEARNING

2020 ◽  
Vol 77 (3) ◽  
pp. 282-291 ◽  
Author(s):  
Ірина Володимирівна Іванюк ◽  
Оксана Василівна Овчарук
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information Technologies ◽  
Online Survey ◽  
Information Access ◽  
Online Communication ◽  
Digital Tools ◽  
Learning Tools ◽  
Digital Competence ◽  
Online Questionnaire

The article features the results of a survey on the challenges and needs of the Ukrainian teachers in the implementation of distance education in the conditions of quarantine caused by the COVID-19 pandemic. The survey was carried out by the Comparative Studies Department for Information and Education Innovations of the Institute of Information Technologies and Learning Tools of the NAES of Ukraine in 2020. The study is based on the 607 responses of educators from all-over Ukraine to the online questionnaire conducted between March 27 and April 4, 2020. The content of the questionnaire covered the following topics: educational qualification of teachers, number of screen hours, problems with the access to necessary information, access to the Internet, digital tools that teachers use for distance learning, teachers’ needs in the professional development regarding the use of ICT. The obtained answers allowed providing recommendations for public education authorities, decision makers, institutions of secondary, higher and postgraduate education on the improvement of teachers’ digital competence, organization of online communication and Internet access on the workplace to digital tools for distance education. The recommendations are based on the responses of the international educational community and organizations (OECD, PISA, UNESCO, and Council of Europe) to COVID-19, in comparison with the Ukrainian realities reflected in the online survey. The novelty of the study presented in the article lies in the fact that it gives a response to the needs that Ukrainian teachers identified in the first weeks of the quarantine. It can be used to achieve long-term practical results in providing support for schools, teachers, school administrators and students in the organization of distance learning as well as in overcoming barriers to teachers' access to information on the use of digital distance learning tools.

PROFESSIONAL DEVELOPMENT OF TEACHERS FOR THE IMPLEMENTATION OF DISTANCE LEARNING AT SCHOOL

2021 ◽  
Vol 71 (3) ◽  
pp. 143-154
Author(s):  
G. Mailybayeva ◽  
◽  
G. Zholtayeva ◽  
D. Kaldiyarov ◽  
A. Meirambek ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Digital Competence

The article deals with the problem of increasing the level of competence of teachers associated with the use of digital educational technologies in the educational process of the school by organizing advanced training courses. Effective digital educational technologies for organizing distance learning are also described. The formation of digital competence is possible in the process of implementing educational programs of higher education, as well as professional development and professional training programs. The authors, based on the analysis of empirical data obtained during the survey of current teachers and future teachers - students of the pedagogical direction on the use of distance educational technologies in the educational process, identify problems and difficulties in using digital technologies, types of competence improvement for the successful implementation of distance learning. Based on the analysis of ICT competence in the field of education, the authors developed a program of a professional development course on the topic "Kashyktyktan okytudagi tsifrlyk bilim beru technologiyalary" and conducted teacher training. The survey revealed the degree of readiness and desire of teachers to use digital tools and services in the educational process. This suggests the need for further development of the organization of effective online communication of participants in the educational process, productive feedback with students using digital technologies; forming a critical assessment of students 'behavior and correcting their actions when working in a digital educational environment, monitoring the independence of students' performance of educational tasks; using the potential of digital tools and services in organizing group work and project activities of schoolchildren, and others.

scholarly journals NEW UKRAINIAN SCHOOL: INFORMATION AND COMMUNICATIVE TECHNOLOGIES IN QUARANTINE

2020 ◽  
Vol 1 (191) ◽  
pp. 135-138
Author(s):  
Olena Push ◽  
◽  
Tetyana Yatsyk ◽  
Maria Zamelyuk ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Communication ◽  
Educational Process ◽  
Independent Learning ◽  
Learning Trajectory ◽  
Learning Tools ◽  
Digital Competence ◽  
Student Parents ◽  
Teacher Student ◽  
Online Schools

The article analyzes the development of distance learning to quarantine with students, which was of a practical nature. The article substantiates the importance of the online platform Google Classroom. The first steps are introductory consultations and instructions on working remotely. Among the problems is the digital inequality of the target audience of students. As teachers, we first of all had to gather and use the tools we had mastered at webinars, trainings, online marathons, online schools, etc .. ", Educational project" On the lesson ", Geek Journal, Ukraїner, Matific, Duolingo, Childdevelop, Code Studio, Study-smile, My Class, etc. At first, students were interested in learning, they were creative, they created, but later they lacked "live" communication. It is justified that the educational process needs to change with the change of information and educational environment. But it is necessary to change gradually, involving students in: development of tests for schoolboys on platforms "All education", "On a lesson"; creation of own sites, blogs; rationally use interactive distance learning tools in their work with children. The emphasis is on the system "teacher-student (parents) -student". Everyone had the opportunity to build an individual learning trajectory, partially meet the needs of students by acquiring the knowledge that is important to them, which will contribute to the development of information and communication competence not only teachers but also all participants in the educational process. Particular attention is paid to the issue of substantiation of the main problems of development of digital competence of pedagogical staff of NUS. Emphasis is placed on the fact that the teacher can organize the following modes of learning: live online communication, when at the appointed time, you organize a video conference, chatting with students; distance learning, stretched in time, when using certain digital tools, a platform for independent learning is created with the active indirect participation of the teacher. It is noted that it is important not only to allow teachers to use distance learning tools, but also to modify the existing educational program to take into account the distance format.

MEGATREND OF DISTANCE EDUCATION: ADVANTAGES, DISADVANTAGES, RISKS

2020 ◽  
pp. 7-18
Author(s):  
Dmytro Dzvinchuk
Keyword(s):  
Social Networks ◽  
Distance Education ◽  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Free Access ◽  
Technical Aspects ◽  
Modern Information ◽  
Process Loss ◽  
Independent Work

The article considers some psychological, pedagogical and technical aspects of the introduction of distance learning. It is emphasized that the main purpose of creating a system of distance education is to ensure free access to educational resources through the use of modern information technologies and social networks and to create conditions for citizens to exercise their rights to education. The main disadvantages of distance education are depersonalization, lack of proper motivation of participants in the educational process, loss of educational and socialization functions of education, hyperbolization of independent work, low level of control over the educational process.

scholarly journals The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 188-194
Author(s):  
B. Zhetpisbayeva ◽  
◽  
D. Dyakov ◽  
S. Shunkeyeva ◽  
G. Khamitova ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Technology Use ◽  
Online Survey ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
School Teachers ◽  
University Teachers ◽  
The Republic

This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

scholarly journals Effectiveness of Using Appropriate Blended Learning Tools for Teaching and Learning Computer Programming Related Courses

2020 ◽  
Vol 1 (1) ◽  
pp. 56-63
Author(s):  
Emerson Raja Joseph ◽  
Md Jakir Hoseen ◽  
Fazly Salleh ◽  
Lim Way Soong
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Discussion Board ◽  
Digital Tools ◽  
Learning Tools ◽  
Computer Based ◽  
Student Centred Learning

With the advent of technology there are plenty of blended learning tools available for us to use in teaching and training activity. Selecting appropriate tools for a particular category of students and the nature of the subject being taught is important to achieve better academic results. Hence, the objective of this research is to assess effectiveness of various blended learning tools and to find the appropriate tool for teaching a computer -based campus in Malaysia. This subject was delivered using four selected blended learning digital tools; ED puzzle virtual classroom videos, Home works on MMLS, MMLS online Quiz and MMLS discussion board, at the beginning of Trimester 2, 2018/2019. They were asked in the middle of the trimester to rate the usefulness of the four selected blended learning digital tools in a 5-point scale using an online survey. The analysis feedback shows that D puzzle virtual the trimester. The effectivenes when the achievements of the students in terms of their academic performance were compared with previous year. It clearly shows that the academic performance of the students of year 2019 is better than of students towards student centred learning.

E-Pedagogical Support Strategies to Teaching Methodology of Economics Students at an Open Distance Learning University

2020 ◽  
Vol 10 (3) ◽  
pp. 1-18
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Student Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Teaching Methodology ◽  
Learning Context ◽  
Online Questionnaire ◽  
Pedagogical Strategies ◽  
Support Strategies

A systematic review of the literature of e-pedagogical support strategies for an open distance learning context was done to explore the knowledge “gap” on existing scholarly works. This paper investigates the use of pedagogical support strategies employed to support student learning in an online Teaching Methodology of Economics course. The research followed a pragmatic approach—an explanatory mixed-methods design—to conduct the research. An online questionnaire and eDiscussion forum entries were employed to collect data. Convenient and purposive sampling of postgraduate students (n=179) in Teaching Methodology of Economics were selected. Students voluntarily completed the online survey. Findings and practical implications were formulated to advance online pedagogical strategies to support student learning and thus promote essential competencies for the course in the college of education at an open distance learning university. The current study has only examined a small sampling of student views regarding pedagogical strategies employed in a teacher education online course. More research is needed to establish whether a larger sample, comparing similar courses in the teacher education programme, will yield different results.

scholarly journals REMOTE TEACHING OF INFORMATICS: FEATURES, PROBLEMS, DIGITAL TOOLS

2021 ◽  
pp. 191-202
Author(s):  
Iryna Sokol ◽  
Kyra Stadnychenko
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Approaches To Learning ◽  
Digital Tools ◽  
Full Time ◽  
Digital Learning ◽  
Learning Tools ◽  
Traditional System ◽  
Methodological Principles ◽  
Methods Of Learning

Today, in a pandemic crisis, there is a forced transition from the traditional system of education, designed for full-time «classroom», to a paradigm of learning, where face-to-face stages must be organically combined with remote, and their alternation must occur as required by conditions quarantine restrictions. The usual «quarantine vacations» of previous years have become impossible, when students were able to simply stay at home, and the lost time was further compensated by the intensification of education. Education now faces a situation where views on the basic organizational and methodological principles of learning, the format of the lesson, the use of digital tools, the involvement of students in online work, the use of new distance forms and methods of learning must change. During 2020, significant changes in the regulatory framework took place in education in Ukraine, in particular, the provisions on the distance form of full general secondary education and sanitary regulations for general secondary education institutions were approved, and electronic journals were introduced. However, the analysis of the definitions showed that different documents provide different definitions of the basic concepts of «distance education», «distance learning». Much attention is now being paid to teaching teachers the current way of teaching and the digital tools that can provide it. However, there are still many problems and issues regarding the effectiveness of distance learning, the choice of appropriate programs and services, the rational presentation of educational material. The article highlights a topical issue – providing remote teaching of certain school subjects, in particular the subject «Computer Science». Various methods and approaches to learning are given, digital learning tools tested by the authors of the article are proposed, which can be used as an alternative to local software during distance learning, relevant examples are given.

scholarly journals Practice of using interactive technologies for bachelor of applied computer science training during the COVID-19 pandemic

2020 ◽  
Vol 8 (4) ◽  
pp. 6
Author(s):  
A. V. Ponachugin
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Student Satisfaction ◽  
Information Technologies ◽  
Educational Process ◽  
Professional Competencies ◽  
Federal State ◽  
University Graduates ◽  
Interactive Technologies ◽  
Applied Informatics

Introduction. The relevance of the topic is due to the requirements of the new Federal State Educational Standard (FSES) in the direction of training bachelor's degree 09.03.03 «Applied Informatics», which assumes that university graduates have universal, general professional and professional competencies. Among the general professional competencies there is ICT-competence, which consists in the competent use of modern information technologies.The object of the research is interactive technologies used in the conditions of distance education.The subject of the research is the degree of student satisfaction with the methods of interactive learning in the context of distance education, organized in connection with the prevention of the spread of the new coronavirus infection (COVID-19). Scientific novelty – innovations in the education sector, innovative approaches to support the continuity of education and learning during the coronavirus pandemic are identified and systematized.Materials and Methods. Analysis of domestic and foreign literature, pedagogical experiment, survey of subjects of the educational process, methods of comparison, analysis and synthesis.Results. In the course of a survey to establish the level of student satisfaction with distance learning using interactive technologies during the coronavirus pandemic, the following results were obtained: about 77-85% of students believe that electronic courses in LMS are enough to organize distance learning, accordingly, there is no need to introduce additional forms of distance learning; 75% of the surveyed students believe that it is not necessary to tie webinars and online lectures to the curriculum.Discussions and Conclusions. For the organization of distance learning, each teacher individually chooses educational services and platforms, giving preference to those that are more accessible in terms of cost of use, have advanced functionality and a convenient interface. It can be noted that during the implementation of educational activities in a distance format in the direction of training «Applied Informatics» during the coronavirus pandemic, in addition to Moodle, Webex, Zoom, Skype were actively used.

scholarly journals Proposition for the Introduction of the Concept Telemathesis in Videoconferencing in Distance Education

2021 ◽  
Vol 23 (2) ◽  
pp. 83-98
Author(s):  
Αthanasios Kanellopoulos ◽  
Maria Koutsouba ◽  
Yiannis Giossos
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Social Factors ◽  
Theoretical Study ◽  
The Body ◽  
Transactional Distance ◽  
Digital Tools ◽  
Widespread Application ◽  
Specific Learning

AbstractThe development of technology and the widespread application of digital tools, such as teleconference (or videoconference), has led researchers to reflect on traditional theories and models of learning concerning Distance Education, as well as the formulation of new ones. The aim of this study is to propose the introduction of the concept tele-mathesis in Distance Learning, in order to describe the learning process by videoconferencing in Distance Education, which has features of an “embodied” and “integrated” way of learning. This is a theoretical study based on Illeris’ Theory of “Integrated” Learning that has been adopted in Distance Learning, using elements of the Theory of Tele-proximity concerning learning by videoconferencing in Distance Education. According to the developed argumentation the importance of the senses, emotions and “techniques of the body” is revealed in both the educational and learning process by videoconferencing, in order to reduce the transactional distance between the teacher and the learner, as well as, to lead to a positive distance educational experience. Thus, the cognitive, emotional and social factors involved in “tele-mathesis”, turn videoconferencing into an “embodied” and “integrated” way of learning. At the same time, it is showed that the empowerment of “tele-mathesis” requires appropriate planning and specific management methods. It is therefore proposed to introduce the term telemathesis in Distance Education so as to fully attribute this specific learning process of Distance Education.

scholarly journals Measuring Self-Regulation of Distance Learners: A Comparative Study of Science and Arts Students

2020 ◽  
Vol 5 (2) ◽  
pp. 138-157
Author(s):  
Farkhunda Rasheed Choudhary ◽  
Azhar Mahmood ◽  
Sidra Khushnood
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Distance Learning ◽  
Goal Setting ◽  
Future Orientation ◽  
Self Regulation ◽  
High Rate ◽  
Distance Learners ◽  
Science Students ◽  
Online Questionnaire

In distance learning, students’ self-regulation and autonomy has vital place. Learner’s selfregulation is a major predictor of the academic success of distance learner. The high rate of selfregulation increases the quality of distance education. Therefore, it is important to explore that how much self-regulated the distance learners are in a distance education mode. This study aimed at exploring the self-regulation strategies of science and arts students studying in a distance learning university. The present study was descriptive in nature and survey was used for it. A sample of forty students was selected through purposive sampling. Learners’ self-regulation was measured through research tool, having six constructs such as planning, monitoring, effort made by the distance learners to accomplish the course, self-efficacy, help-seeking situations, time and environment management situations. The data was collected through online questionnaire. It was found that distance learning science students were more self-regulated than arts students. Overall science students scored significantly higher grades than that of arts students. It is concluded that the science students are more self  regulated due to self monitoring for their studies, more goal setting and more group interdependence. Goal setting and group interdependence can be considered as contributor for high GPA of distance learners. For science students, group interdependence is a good predictor of more GPA, however, for arts students, future orientation can be a predictor of good GPA. It is recommended that more interaction must be increased between instructor and arts students so that they can be more self-regulated about their studies.

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