scholarly journals EFFECTS OF DISTANCE EDUCATION IN MONGOLIA DURING A PANDEMIC

PRIMO ASPECTU ◽  
2021 ◽  
pp. 60-68
Author(s):  
Vladislav I. TERENTYEV
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Attitude Change ◽  
International Studies ◽  
Negative Effects ◽  
System A ◽  
Long Time ◽  
E Learning ◽  
Online Format

The article examines the social effects of distance learning in Mongolia introduced in connection with the quarantine measures. The Mongolian education system was quite successfully transferred into an online format from the start. A positive factor in this regard was the unified system of textbooks operating throughout the country. Gradually, negative trends became noticeable - a decrease in quality of education. Special qualitative and quantitative international studies on this topic appeared in a remote format almost a year later. They testified the existence of colossal technical and intellectual inequalities and the dissatisfaction of most parents with the existing system. A large role in attitude change towards e-learning has played its lengthy duration. For University students, the prolonged distance learning has caused dissatisfaction in education quality which led them to demand lower tuition fees. The most negative effects of distance education in Mongolia includes a drop in the real quality of knowledge, formation of technical and intellectual inequality. Due to the implementation of distance learning for such a long time, Mongolia's educational system is in a serious downfall. The situation becomes is even more fragile as a result of its continuous reforms combined with prolonged distance learning according to some Mongolian researchers.

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

scholarly journals Actor's training in the context of distance education

2021 ◽  
pp. 334-339
Author(s):  
Valeria Shtefyuk
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
New Technologies ◽  
The Body ◽  
Adobe Acrobat ◽  
The Social ◽  
Holistic Understanding ◽  
Acting Training ◽  
Online Format

The purpose of the article is to identify the features of teaching traditional acting techniques within the framework of new technologies and digital communication using the example of acting training in the context of distance education. Methodology. The topic of the article determined the use of an integrated approach using general scientific and theatrical research methods - this made it possible to determine a set of factors that determine the quality of teaching acting training in conditions of distance education. The method of theoretical study of foreign literature on the research problem has been applied; the method of studying and analyzing pedagogical experience; the method of systems analysis, which contributed to the consideration of online learning in the context of theatrical pedagogy as a kind of integrity in the variety of its internal and external connections; typological method, in order to identify the specifics of teaching acting training in the conditions of distance learning, etc. Scientific novelty. Investigated innovative approaches to teaching actors in the context of the use of new technologies in acting training; analyzed the specificity of cognitive, social and educational presence as key elements in the development and implementation of online education in the context of the peculiarities of teaching the skill of an actor; the features of transformation of acting training exercises, associated with tactile sensations, were revealed; it was stated that in the conditions of distance education in acting training, direct contact (touch of the body) can be mediated by means of vibrotactile quality of the voice. Conclusions. Teaching acting training can take on new forms, provided it is conducted in an online format. The study showed that the structure of theater pedagogy in general and teaching of acting training in particular requires a revision of co-presence as an ontological condition for the transfer of tacit knowledge, which has traditionally been in the epistemological structure of theater pedagogy. The shift in emphasis in teaching an actor from traditional to innovative ways is associated with a broad approach to the decentralization of the preliminary epistemological interpretation of the body as its unique and, accordingly, central direction. The biggest challenge for the teacher of acting in the transition to the online format is that this subject is predominantly group-oriented, based on working in physical spaces. Teaching acting training in the context of distance learning requires a holistic understanding of how the digital space works, and acting training, using these limitations, should be initially planned and created taking into account the dynamics of the networked world. When conducting acting training in a digital environment, the lack of contact must be replaced with other sensory sensations. An important aspect in the context of the designated problems is the social aspect, which forms the group dynamics among students. For this aspect, it is advisable to use a number of auxiliary applications, including the social network Facebook (for scheduling and quickly sharing visual materials) and software for web conferencing "Adobe Acrobat Connect".

On the readiness of students to distance learning now

2021 ◽  
pp. 55-59
Author(s):  
O.G. Vasyukov ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Software Package ◽  
Personal Computers ◽  
Current Time ◽  
Direct Training ◽  
Course Work ◽  
Home Computers ◽  
Microsoft Office

Examines the positive and negative sides of distance education in aspects of quality of education and economic efficiency of the distance learning software that are used in the training for the selected training areas/specialties. In the course of the research conducted by the method of questioning students, it was revealed that at the current time, 69.7% of students have none of the programs they need for further direct training of their profession on their home computers. Considering the provision of students with the software they need to study basic subjects, it was found that 24.5% of students have Microsoft Office 2007 or earlier installed on their personal computers (PCs) or laptops, that is, SOFTWARE that is already considered obsolete. Thus, almost every fourth student, when performing practical, laboratory, course work using a software package for working in the office, experiences difficulties. In the course of the research conducted by the method of questioning students, it was revealed that at the current time, 69.7% of students have none of the programs they need for further direct training of their profession on their home computers. Considering the provision of students with the software they need to study basic subjects, it was found that 24.5% of students have Microsoft Office 2007 or earlier installed on their personal computers (PCs) or laptops, that is, SOFTWARE that is already considered obsolete. Thus, almost every fourth student, when performing practical, laboratory, course work using a software package for working in the office, experiences difficulties. Why the computer works even slower and with various failures and failures. Moreover, the specified percentage may also be even higher, since 8.6% of students could not answer what OS they have installed. Studying in the traditional form of training, this lack of hardware and SOFTWARE is eliminated, since in the University’s computer classes, there are PCs that support reliable operation with Windows 10 and Microsoft Office 2010 and are protected from viruses and attacks by installed and constantly updated antivirus programs. The article reveals the problems that affect the quality of students’ education when switching to distance learning. Namely, the absence or non-compliance of Hardware and SOFTWARE for students’ computers and laptops with modern requirements for Hardware and SOFTWARE for performing teachers’ tasks. The author concludes that when switching to full distance education in technical specialties, the state will lose, according to the most optimistic forecasts, from 19.8 to 69.7% of well-prepared students only because their education does not meet modern requirements.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

Acknowledging the Distance Learner

2013 ◽  
pp. 242-254
Author(s):  
Trish Andrews
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Communication Technologies ◽  
Effective Learning ◽  
Distance Learner ◽  
Information And Communication ◽  
E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

scholarly journals Competency Based Approach: Modeling and Implementation

2020 ◽  
Vol 15 (02) ◽  
pp. 230 ◽  
Author(s):  
Malika Sedra ◽  
Samir Bennani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environments ◽  
Computer Networks ◽  
Business Process ◽  
Learning Systems ◽  
Educational Content ◽  
E Learning ◽  
Competency Based

The expansion of computer networks has at the same time given impetus to the distance learning environments. E-learning systems are also advanced and more efficient. However, these platforms offer such complex teaching functionalities that designers find themselves poorly equipped to succeed in their engineering processes. This article presents a tool that makes it easier for designers to produce educational content according to the Competency-Based Approach (CBA). We propose an implementation of the CBA after its modeling via ontology. Our module can be grafted to any author system oriented pedagogy based skills. We have advocated for Service for Oriented Architecture as a software solution to model our business process that consists of a set of interconnected services that are modeled and implemented. The proposed system is the result of a coordina-tion of, services, incorporating the order of competences explained by a distance education, which integrates and interacts according to an orchestration plan.

Understanding Different Categories of Attrition in Distance Education Program

2011 ◽  
pp. 1917-1925
Author(s):  
Seung Youn (Yonnie) Chung
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Institutions ◽  
Or Education ◽  
Internet Technologies ◽  
Service Companies ◽  
Learning Programs ◽  
E Learning ◽  
Research Findings ◽  
The U.S

Distance learning is often referred to as taking training or education courses that are either synchronously or asynchronously delivered via various media such as audio, video, or computer, especially Internet technologies in recent years. The number of corporate training programs delivered via Internet technologies (a.k.a., e-learning) has dramatically increased over the last several years. According to ASTD reports (2002, 2003), the percentage of e-learning programs delivered in the Benchmark Service companies in the U.S. increased from 8.8% of total training hours in 2000 to 10.5% in 2001. The number of distance programs offered at degree-granting educational institutions in the U.S. has also gradually increased each year. According to the National Center for Education Statistics (2003), 56% of two-year or four-year degree-granting educational institutions offered distance education (DE) courses during the 12-month 2000-2001 academic year, and during the time period, about 2.8 million students were enrolled in college-level credit-granting DE courses, the majority of which were Internet-based courses. Internet-delivered instruction has gained credibility during recent years as well. Research has shown that there seems to be no significant difference in terms of the effectiveness of instruction delivered in traditional classroom settings and the effectiveness of instruction delivered via the Internet (van Schaik, Barker & Beckstrand, 2003). Such research findings, coupled with potential benefits such as cost-effectiveness and convenience, have likely contributed to the increasing popularity of Internet-delivered distance learning programs.

scholarly journals ANALYSIS AND EVALUATION OF THE EXPERIENCE OF DISTANCE LEARNING IN THE CONDITIONS OF THE PANDEMIC BY THE PEDAGOGICAL COMMUNITY OF UNIVERSITIES

2021 ◽  
Vol 31 (1) ◽  
pp. 83-93
Author(s):  
N.A. Khlebnikova ◽  
T.I. Okonnikova ◽  
L.V. Batalova
Keyword(s):  
Distance Learning ◽  
Traditional Education ◽  
Digital Tools ◽  
Quality Of Education ◽  
State University ◽  
Analysis And Evaluation ◽  
Online Test ◽  
Video Lectures ◽  
E Learning

The article presents the results of a study conducted to analyze and evaluate the new pedagogical experience of teachers, received by them in the conditions of distance learning during the period of self-isolation in the spring of 2020. The study was carried out by the method of questionnaires. It was revealed that the majority of teachers assess this period as more difficult in comparison with the period of traditional education, but at the same time consider the experience gained as positive and useful for the future. The teachers noted that they had to master modern digital tools suitable for distance learning (video conferencing services, recording audio and video lectures, online test constructors, etc.), as well as take a fresh look at the capabilities of social networks and messengers and e-learning systems of Udmurt State University. In assessing the degree of mastering by students of educational material in conditions of distance learning, the opinions of teachers differed: most of them believe that students have mastered the material at the same level as in offline conditions or even better, but almost half (44.4 %) noted that there was a decrease in this level. The need to ensure the appropriate quality of education requires finding ways to solve problems arising in the process of distance learning.

scholarly journals Quality, enhancement and on-line distance education courses and programmes

2008 ◽  
Vol 5 ◽  
Author(s):  
Peter Knight
Keyword(s):  
Distance Education ◽  
Quality Enhancement ◽  
Course Quality ◽  
Education Practice ◽  
Quality Signals ◽  
E Learning ◽  
On Line ◽  
Quality In Higher Education ◽  
Learning Conceptions

As quality assurance systems become embedded, competitive institutions are seeing their futures in quality enhancement, in a continued commitment to improvement. This paper discusses quality signals that may be used to enhance course quality in on-line distance education. Analysis proceeds under five headings: pedagogies; promoting complex achievements; changing concepts of quality; designs for re-use; and new partnerships. Recurrent themes are: A rich and differentiated view of learning leads to a rich and differentiated view of quality; Quality courses are associated with the quality of affordances for learning; Conceptions of quality have been changing; e-learning is creating new conceptions of quality; Quality in higher education practice in a decade’s time is likely to be different again. Universities that cling to established views will be at risk from their global commercial competitors.

scholarly journals Distance Education in Poland, the Integrity of a student, the Pupil and Material Situation at Schools

2015 ◽  
Vol 5 (2) ◽  
pp. 25-32
Author(s):  
Ewa Frankiewicz ◽  
Ryszard Kucha
Keyword(s):  
Distance Education ◽  
Remote Control ◽  
Educational Institutions ◽  
Negative Effects ◽  
Learning Materials ◽  
E Learning ◽  
Control Education ◽  
Financial Base

Abstract The text is raising the question of teaching by Internet, which reached peculiar scale in Poland, without any deeply reflexion about positive and negative effects of its using. In the article authors emphasize difficulties connected with using remote control - education, beginning from through lack of competences of average teacher in the scope of preparing e - learning materials, through dishonesty and impunity of students/pupils, closing on the difficulties connected with financial base (rather lack financial base) in the most educational institutions.

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