Specifics of the process of teaching and didactic support of distance teaching in higher education institutions of the Ministry of internal Affairs of Russia

Educational Technologies ◽

Alternative Form ◽

The Internet ◽

Classical Training ◽

Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

Educational Portals

Web Portals ◽

10.4018/978-1-59140-438-5.ch012 ◽

2011 ◽

pp. 252-269 ◽

Cited By ~ 5

Author(s):

Marko Bajec

Keyword(s):

Higher Education ◽

Information System ◽

Information Systems ◽

Institutions Of Higher Education ◽

Motivating Factors ◽

Promising Technology ◽

Core Components ◽

User Centric ◽

Portal-based solutions have been proved in practice to be a promising technology that offers companies a way to transform and integrate their information systems more effectively and at lower cost. The main point of this paper is to discuss the use of portals in institutions of higher education. We examine the motivating factors that drive higher-education institutions to use portal-based solutions. As an example, we explain how the University of Ljubljana is taking advantage of portal technology and what benefits are to be expected from the use of portals as core components of the university’s new user-centric information system.

IMPROVING THE UNIVERSITY REPUTATIONAL LIABILITY

Russian Journal of Management ◽

10.12737/14601 ◽

2015 ◽

Vol 3 (5) ◽

pp. 531-538

Author(s):

Татьяна Юдина ◽

Tatiana Yudina

Keyword(s):

Higher Education ◽

Economic Development ◽

Labor Market ◽

Vocational Training ◽

Educational Programs ◽

Educational Institutions ◽

Higher Educational Institutions ◽

Stage Of Development ◽

One of priority problems of modernization of system of the higher education in Russia is overcoming the disproportions revealed during different years of monitoring of activity of higher education institutions, reduction of the contents, structure of vocational training of shots, technologies of realization of educational programs in compliance with requirements of employers and also taking into account the forecast of labor market, welfare and economic development. All this is possible at the stage of development of the higher school on condition of introduction of new mechanisms of management of the higher educational institutions based on formation and increase of their reputation, care of higher education institutions of the reputation responsibility.

OF THE VIII INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE «INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION» («ITSE 2020» CONFERENCE) ◽

BASIC METHODOLOGICAL PRINCIPLES OF WORK ORGANIZATION IN THE FORMAT OF DISTANCE LEARNING AT THE UNIVERSITY

10.23947/itno.2020.222-225 ◽

2020 ◽

Author(s):

A.A. Melikyan ◽

◽

A.K Babloyan

Keyword(s):

Higher Education ◽

Distance Learning ◽

Work Organization ◽

Distance Teaching ◽

Learning Methods ◽

Teacher Student ◽

Teaching Format ◽

Methodological Principles ◽

The work describes the methods and forms of the distance teaching format. The authors of the article analyze the basic methodological principles of distance learning in the system of higher education. Taking the principle of teacher-student communication as a basis for classifying distance learning methods, they propose to distinguish the main four types of distance learning methods, each of which is analyzed in this article.

Adaptability of educational programs’ content to distance learning technologies in higher education institutions of Kazakhstan

Central Asian Journal of Social Sciences and Humanities ◽

10.26577/cajsh.2021.v7.i4.04 ◽

2021 ◽

Vol 7 (4) ◽

Author(s):

Gulsharat Mynazheva ◽

Alexandra Ana Csavdari ◽

Mansia Sadyrova ◽

Akmaral Syrgakbaeva

Keyword(s):

Higher Education ◽

Distance Learning ◽

Educational Programs ◽

Learning Technologies ◽

Distance Learning Technologies

The Open University, United Kingdom

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch215 ◽

2011 ◽

pp. 1430-1432

Author(s):

Gary A. Berg

Keyword(s):

Higher Education ◽

United Kingdom ◽

Distance Learning ◽

Open University ◽

Distance Teaching ◽

Nontraditional Higher Education ◽

Private Correspondence ◽

Learning Programs ◽

The University ◽

Stated Purpose

The British Open University has been a leader in nontraditional higher education for years and has influenced the development of distance learning programs in many countries including America. The origins of the open university movement generally and the British Open University specifically can be traced to the University of London. The University of London began conducting examinations and the offering of degrees to external students in 1836. This paved the way for the growth of private correspondence colleges that prepared students for the University of London’s examinations and enabled them to study independently for a degree without enrolling in the university. Described in an internal history document as the “world’s first successful distance teaching university” (British Open University, 2004, p. 1), its origin can be traced to a university of the air proposal that gained support in the early 1960s. By the 1970s the university was up and running, planning on 25,000 students per year. At the end of the 1970s, the British Open University had over 70,000 students, and currently has more than 180,000 students. The stated purpose of the university was to break the so-called link between excellence and exclusivity.

Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports) ◽

Public health as a new specialty: features of teaching in higher education institutions of physical education and sports

10.31392/npu-nc.series15.2020.5(125).31 ◽

2020 ◽

pp. 155-160

Author(s):

O.I. Tsyganenko ◽

I.M. Khomenko ◽

Ya.V. Pershehuba ◽

N.A. Sklyarova

Keyword(s):

Public Health ◽

Physical Activity ◽

Higher Education ◽

Physical Education ◽

Physical Health ◽

Institutions Of Higher Education ◽

Sources Of Information ◽

Recreational Physical Activity ◽

Teaching In Higher Education

The existing training system in higher education institutions does not take into account the features and capabilities of such areas as physical education and sports, primarily with regard to physical health, physical fitness activity to achieve a healthy lifestyle. Therefore, the consideration of these features in higher education institutions of physical education and sports is relevant and timely in the preparation of specialists in this specialty. The purpose of the study: to analyze the scientific, scientific and methodological literature and other sources of information on the features of teaching in higher education institutions of specialty 229 Public Health" and on this basis to determine the features of its teaching in institutions of higher education in physical education and sports. Research methods: theoretical analysis of scientific literature: generalization, synthesis, formalization, abstraction. Research results and conclusions: the data of the initial, scientific and methodological literature and other sources of information regarding the teaching of the specialty «Public health» in higher education institutions of America, Europe and Ukraine are analyzed. It is concluded that the existing system of training future specialists in higher education institutions of Ukraine in the specialty 229 «Public Health» does not sufficiently take into account the features and possibilities of the sphere of physical culture and sports, such as physical health, physical activity and recreational physical activity, which are an important component for achieving a healthy way of life and in a promising way both to improve individual, group and public health and to maintain health rove nation. Suggestions have been developed that allow the use in the pedagogical process in institutions of higher education of physical education and sports of Ukraine of provisions regarding physical health, physical activity and recreational physical activity, the functioning of the Sport for All physical health centers to improve the status of both individual, group and public health, and in the long run, and preserving the health of the nation.

Training of teachers of higher education institutions for the use of distance learning technologies in the context of digitalization

LAPLAGE EM REVISTA ◽

10.24115/s2446-622020217extra-d1145p.605-612 ◽

2021 ◽

Vol 7 (Extra-D) ◽

pp. 605-612

Author(s):

Iryna Astremska ◽

Vitalii Honcharuk ◽

Oksana Bialyk ◽

Nataliia Horbatiuk ◽

Yaroslav Martynyshyn ◽

...

Keyword(s):

Higher Education ◽

Distance Learning ◽

Learning Technologies ◽

Exploratory Research ◽

University Teachers ◽

Teacher Readiness ◽

Distance Learning Technologies ◽

Reflective Study ◽

This reflective study using exploratory research is based on a hypothesis because that the training of university teachers in the use of distance learning technologies will be effective if: the potential of distance learning technologies at the university has been determined; the essence and content of the notion "readiness of a university teacher to use distance learning technologies" are disclosed, indicators and levels of formation of the components of teacher readiness are determined university to this type of activity; the previous pedagogical conditions have been theoretically identified and experimentally substantiate. The study showed that, when conditions, means and efforts are well oriented, there are consistently satisfactory results in the use of distance learning technologies in the context of digitalization.

The Open University, United Kingdom

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch227 ◽

2011 ◽

pp. 1554-1556 ◽

Cited By ~ 1

Author(s):

Gary A. Berg

Keyword(s):

Higher Education ◽

United Kingdom ◽

Distance Learning ◽

Open University ◽

Distance Teaching ◽

Nontraditional Higher Education ◽

Private Correspondence ◽

Learning Programs ◽

The University ◽

Stated Purpose

The British Open University has been a leader in nontraditional higher education for years and has influenced the development of distance learning programs in many countries including America. The origins of the open university movement generally and the British Open University specifically can be traced to the University of London. The University of London began conducting examinations and the offering of degrees to external students in 1836. This paved the way for the growth of private correspondence colleges that prepared students for the University of London’s examinations and enabled them to study independently for a degree without enrolling in the university. Described in an internal history document as the “world’s first successful distance teaching university” (British Open University, 2004, p. 1), its origin can be traced to a university of the air proposal that gained support in the early 1960s. By the 1970s the university was up and running, planning on 25,000 students per year. At the end of the 1970s, the British Open University had over 70,000 students, and currently has more than 180,000 students. The stated purpose of the university was to break the so-called link between excellence and exclusivity.

Distance learning of psychology students in the context of a pandemic: an analysis of the experience gained

SHS Web of Conferences ◽

10.1051/shsconf/202110301002 ◽

2021 ◽

Vol 103 ◽

pp. 01002

Author(s):

Zoya G. Khanova ◽

Muslimat G. Akhmedova ◽

Olga I. Kaiasheva

Keyword(s):

Higher Education ◽

Distance Learning ◽

Free Access ◽

Practical Training ◽

Full Time ◽

Psychological Counseling ◽

Psychological Service ◽

Teachers And Students ◽

The conditions of the COVID-19 pandemic have led to difficulties in teaching students majoring in psychology, and the need to develop recommendations for universities to improve the system of distance learning at higher education institutions. Training of practical psychologists requires mandatory full-time participation in sessions of psychological counseling, passing supervision, familiarization with the leading areas of psychological counseling and psychotherapy, psychodiagnostics, and psychocorrective measures. These aspects are complicated by the restrictions caused by the pandemic, which complicates also the subsequent internship based on psychological centers, and the need to conduct practical training courses in a remote format. The purpose of the present research is to identify opportunities to improve the efficiency of distance learning for students majoring in psychology as well as university teachers in the context of the pandemic. The developed recommendations will be useful for improving the learning process of students of psychological specialties at higher education institutions. The proposed recommendations concern changes in the schedule of the university curriculum, and providing qualified support to teachers and students from the university’s psychological service and administration, implementing master classes for university practitioners, providing free access to video recordings of sessions of leading psychology consultants, as well as free practical online conferences and webinars of professional psychological and psychotherapeutic communities.