scholarly journals PROFESSIONAL (PEDAGOGICAL) PRACTICE OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS IN THE REALITIES OF DISTANT LEARNING

2021 ◽  
Vol 1 (195) ◽  
pp. 77-81
Author(s):  
Zhanna Koloskova ◽  
◽  
Maryna Nazarenko ◽  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Organization ◽  
Digital Technologies ◽  
Educational Resources ◽  
Educational Technologies ◽  
Pedagogical Practice ◽  
Asynchronous Mode ◽  
Textual Information ◽  
Modular Training

The article considers the issue of doing professional (pedagogical) traineeship by university students in a remote form. Based on the analysis of methodological recommendations of the Ministry of Education and Science and educational departments of various universities of Ukraine, the authors consider changes in the content of a remote form of professional pedagogical practice of future teachers and formulate factors that contribute to its organization and fulfillment: the developing of a set of methodological recommendations for trainee students with regard to specifics of the specialty (content of practice by modules, types of activity, determining the procedure for registration and submission of reports, providing samples of documentation); determining the messengers to be used for communication with methodologists and practice leaders; students’ mastering the technologies of online learning – a complex of educational technologies (technologies of developing, projecting, mixed, differentiated, programmed, modular training, etc.), and also information-communication (digital) technologies of creating, compiling and saving, and accessing the electronic educational resources on various subjects (integrated courses), which provide an opportunity to implement the process of remote learning; organization of practice with regular interaction of the subjects of online learning (pupils, teachers, trainee students) during classes and consultations held online and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the chosen specialty to adopt the experience of their teachers-practitioners. Thus, the analysis of the source base provided an opportunity to draw the following conclusions: remote form of industrial pedagogical practice requires: development of a set of methodical recommendations for students-interns taking into account the specifics of the specialty (content of practice by modules, types of activity, determination of the order of registration and submission of reports, provision of samples of documentation); identification of messengers who will communicate with methodologists and practice leaders; mastering by the student of technologies of distance learning - a complex of educational technologies (technologies of developmental, project, mixed, differentiated, programmed, modular training, etc.), and also information and communication (digital) technologies of creation, accumulation, storage and access to electronic educational resources on subjects (integrated courses), which provide an opportunity to implement the process of distance learning; organization of practice with regular interaction of distance learning subjects (students, teachers, trainees) during classes, consultations conducted remotely, and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the profile of the chosen specialty to learn from teachers-practitioners.

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 The digital didactics as a discipline of masters training program

2021 ◽  
Vol 18 (2) ◽  
pp. 180-187
Author(s):  
Vita I. Glizburg
Keyword(s):  
Big Data ◽  
Distance Learning ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Learning Organization ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Information And Communication

Problem and goal. The problem lies in the effectiveness of the formation of motivation for the productive information activities among the subjects of the educational process. The goal is determined by the need to train specialists, taking into account changes in the field of education that have occurred due to the introduction of digital technologies in education and risks of digitalization generated by technogenic processes in the educational environment. Methodology. The author's programs and funds of evaluation tools were used, practical tasks and research project topics were developed to include them in the programs of pedagogical and industrial practices of undergraduates. The materials are based on the author's developments, which are reflected in the textbooks. In practice, the following technologies have found methodological justification for the implementation of the discipline: information and communication technologies for universal use, Big Data, distance learning, blended learning, organization of project activities of students. Results. The introduction of the discipline Digital Didactics allows undergraduates to form new competencies. Conclusion. The competencies formed during the training of the discipline Digital Didactics enable to take into account the existing changes in the field of education.

Distance Learning and the Scholarship of Teaching and Learning

2011 ◽  
pp. 690-694
Author(s):  
Alan Altany
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Scholarship Of Teaching ◽  
Modern Age ◽  
Transmission Of Information ◽  
Common Thread ◽  
The Common ◽  
Late Modern

Distance learning and the scholarship of teaching and learning (SoTL) are both ancient, yet both are new. Distance learning is now associated with online learning using digital technologies, but it goes back to learning by rudimentary means of correspondence between someone with something to teach and those with a desire or need to learn. Oral stories and traditions preserved and passed on the teaching of individuals and cultures. With the development of writing, epistles, letters, scrolls, then books became the favored medium. In the late modern age, correspondence courses used overland mail delivery for those exchanges, but that was replaced with audio (telephone, audio tapes) and video (television, video tapes) means. The common thread for all those centuries of such distance learning is that the process tended to see learning as transmission of information and knowledge from a knower to relatively passive receivers (students).

scholarly journals Organized Online Learning of Students in Universities and Schools: Didactics and Methodology

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Lyudmila Petrovna Gadzaova ◽  
Elena Valentinovna Goverdovskaya ◽  
Esmira Dokuevna Alisultanova ◽  
Natalia Anatolievna Moiseenko
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Mediation Analysis ◽  
Digital Technologies ◽  
Sources Of Information ◽  
Know How ◽  
Practical Orientation ◽  
Social Mediation ◽  
Independent Work

This article discusses the urgent aspects of online learning didactics. They are comprised of, for instance, organization and methods of organized learning, main principles of actions aimed at practical orientation; their objective is combination of the methods of distance learning, formation of efficient skills of students with social mediation, analysis of reasons of errors and their correction, pursuance of success in relevant areas. Organized online learning also provides opportunity for students to use all advantages of digital technologies: flexibility, individual distribution of learning duration, compatibility with other forms of occupation. In addition to digital know-how, organization of learning and independent work of distant students can develop self-discipline, sustainability of acquired skills. Students can use various digital sources of information available under various conditions in addition to that organized under the management of distance learning teacher.

Digital educational technologies in the context of increasing the international competitiveness of universities

2020 ◽  
pp. 123-136
Author(s):  
E.A. Kameneva ◽  
G.V. Mozhaeva ◽  
M.A. Selivanova
Keyword(s):  
Distance Learning ◽  
International Association ◽  
Digital Technologies ◽  
International Competitiveness ◽  
Current Situation ◽  
Economic Education ◽  
Educational Technologies ◽  
University Teachers ◽  
Digital Competencies ◽  
The Impact

The article assesses the impact of the pandemic on the development of distance learning and digital competencies of university teachers who are part of the International Association of Financial and Economic Education. The analysis of the dynamics of the use of digital technologies, services and tools by teachers from November 2019 to June 2020 is carried out. Particular attention was paid to the study of changes in the attitude of teachers towards distance learning in connection with the current situation caused by the pandemic.

scholarly journals Analysis of the use of digital technologies in the activities of educational organizations in the conditions of distance learning (from the experience of France)

2021 ◽  
Vol 101 ◽  
pp. 03011
Author(s):  
Vasilina Anatolevna Kastornova ◽  
Natalia Viktorovna Gerova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Digital Technologies ◽  
Educational Resources ◽  
Organizational Forms ◽  
Learning Technology ◽  
Educational Organizations ◽  
Work Space ◽  
Digital Work

The article deals with the issues of setting up and developing distance learning technology in France on the example of the National Center for Distance Education (CNED). The organizational forms of its implementation are given, the role of digital educational resources and digital work space in realization of distance learning is shown.

scholarly journals EXPERIENCE OF THE SUMMER PRACTICE OF STUDENTS OF CREATIVE SPECIALTIES WITH THE APPLICATION OF DISTANCE LEARNING FORMS

2020 ◽  
Author(s):  
E.I. Vereshchagina ◽  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Optimal Combination ◽  
Educational Technologies ◽  
Advantages And Disadvantages

The article analyzes the possibilities of introducing distance educational technologies in the process of training architects. The experience of organizing and conducting summer design and familiarization practice of 2nd year students of the architectural specialty with the use of distance educational technologies is presented. The advantages and disadvantages of distance learning for creative specialties are analyzed. Methods and technologies of distance learning are considered that expand the possibilities of using online learning through the optimal combination of software and pedagogical technologies.

Modern Education: Development Trends and Prospects

2020 ◽  
Vol 26 (10) ◽  
pp. 1158-1163
Author(s):  
S. P. Demina
Keyword(s):  
Distance Learning ◽  
Lifelong Learning ◽  
Systems Approach ◽  
Digital Technologies ◽  
Educational Technologies ◽  
Education Development ◽  
Current Trends ◽  
Rapid Changes ◽  
Theoretical Generalization ◽  
Market Transformation

Aim. The presented study aims to analyze and critically re-evaluate current trends in the development of education.Tasks. The authors examine the concept of lifelong learning; identify the strengths and weaknesses of modern digital technologies such as gamification, virtual reality (VR), and augmented reality (AR); show the prospects for the development of education through distance learning.Methods. This study is based on a systems approach using methods of comparative and structural analysis, analytical and theoretical generalization.Results. Current trends in the development of education associated with the introduction of digital technologies are considered, and the prospects for the development of the industry are determined.Conclusions. The concepts of lifelong learning and practice-oriented education are becoming increasingly widespread in the context of the digital economy and labor market transformation. The forced transition to distance learning driven by the COVID-19 pandemic has become a catalyst for rapid changes in education. Digital educational technologies such as VR and AR expand the possibilities of the natural educational environment, while also bearing certain risks.

scholarly journals FEATURES OF THE ORGANIZATION OF BLENDED LEARNING WITH THE USE OF DIGITAL TECHNOLOGIES

2021 ◽  
pp. 45-52
Author(s):  
Maiia Marienko ◽  
Alisa Sukhikh
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Secondary Schools ◽  
Blended Learning ◽  
Learning Organization ◽  
Digital Technologies ◽  
Educational Material ◽  
Information Presentation ◽  
Educational Content

The domestic experience of the introduction of distance and blended learning in secondary schools of Ukraine is presented. In particular, combinations of various forms and systems of education are established. The experience of using digital technologies is reflected (mainly within the framework of distance learning organization). Criteria for selecting digital technologies for the implementation of blended learning in general secondary education: forms of presentation of educational material and multimedia, the structure of information presentation, interaction with educational content, variability of educational content.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

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