scholarly journals METACOGNITIVE STRATEGIES AND THEIR IMPLEMENTATION INTO THE ESP CLASSROOM IN THE CONTEXT OF DISTANCE LEARNING

2021 ◽  
Vol 1 (193) ◽  
pp. 333-337
Author(s):  
Inesa Baybakova ◽  
◽  
Oleksandra Hasko ◽  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Time Management ◽  
Time Frame ◽  
Metacognitive Strategies ◽  
Educational Process ◽  
Educational Outcome ◽  
Metacognitive Skills ◽  
Metacognitive Monitoring ◽  
Mutual Correlation

The article deals with metacognition as the notion in general and its strategies in particular implemented into the ESP course since online education has revealed the importance of some distance learning aspects, metacognitive strategies being part of them. The latest research and publications analysis prove that in spite of the fact that metacognition has been much researched and implemented into teaching and learning in EFL/ESL classroom concerning a foreign language it has not been deeply considered with regard to ESP. The article is aimed at focusing on metacognition and the corresponding strategies in terms of ESP, metacognitive monitoring, self-regulated studies in the framework of online education. The notion of metacognition being defined as ‘thinking about one’s thinking’ and in a wider sense treated as ‘awareness or analysis of one's own learning or thinking processes’ is applied to plan, monitor, and assess one’s understanding and performance. It comprises a person’s awareness of oneself not only in terms of his/her thinking and learning but also of seeing himself/herself as a thinker and learner. Thus, there exists mutual correlation between students ’ success and their metacognitive knowledge: the higher level of metacognition, the better educational outcome and vice versa. Developed metacognitive skills enhance learners’ motivational perspective, increase their ability to clearly understand objectives and tasks set enabling them to study and master new material faster due to efficient approaches used and proper strategies applied which is especially important for online learners as it requires considerable control and time management in a limited time frame for the ESP course and mixed grouping. The above mentioned findings have proved to be worth further focusing on being crucial from the point of view of ESP metacognitive strategies for regulating students ’ educational process, conducting metacognitive monitoring as well as performing self-regulated learning which is ofparticular importance under current circumstances in the framework of online education.

scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

Online education in the digital transformation system of Russian universities: Statistics 2020

2021 ◽  
Vol 20 (2) ◽  
pp. 278-298
Author(s):  
Valentina N. EDRONOVA
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Courses ◽  
Digital Transformation ◽  
Educational Process ◽  
University Education ◽  
Individual Development ◽  
Scientific Publications ◽  
Novgorod Oblast ◽  
Teachers And Students

Subject. In the context of digital transformation of the society, online courses, as a form of basic and additional education in universities, play a crucial role. Objectives. I consider the types and content of online courses used by universities for distance education, analyze the perception of the new forms of educational process by teachers and students, and positive and negative aspects of distance learning in 2020. Methods. The study employs statistical methods of data collection, generalization of basic statistics, analysis of obtained results and materials that are published in scientific publications and mass media, best practices for remote learning. Results. The paper provides consolidated assessment of positive and negative aspects of remote regime of the traditional form of education, the participation of universities in programs for online mass education, the demand for and directions of supplementary education in the Nizhny Novgorod Oblast, State support to digital transformation of universities in 2020. Conclusions. At the current stage of digital transformation of education, universities use different options to implement distance learning. Online courses, being the main form of modern university education, are developing and improving rapidly. They play an important role in the system of training specialists for the national economy and individual development.

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

scholarly journals THE EFFECTIVENESS OF USING VIRTUAL LABORATORY WORKSHOPS IN ONLINE EDUCATION OF STUDENTS STUDYING THE DISCIPLINE “INORGANIC CHEMISTRY”

2020 ◽  
Vol 17 (36) ◽  
pp. 934-948
Author(s):  
Maria G RAYISYAN ◽  
Maria Anatolievna BORODINA ◽  
Olga Igorevna DENISOVA ◽  
Yuri Sergeevich BOGACHEV ◽  
Vladimir Dmitriyevich SEKERIN
Keyword(s):  
Inorganic Chemistry ◽  
Distance Learning ◽  
Online Education ◽  
Research Problem ◽  
Educational Process ◽  
Virtual Laboratory ◽  
Virtual Laboratories ◽  
Long Time ◽  
New Material ◽  
Education Of Students

Distance learning has already become a part of the educational process. In this regard, questions appear concerning its organization and the solution of specific problems. They include laboratory workshops, which is an integral part of the educational process in higher education since laboratory works allow students to gain knowledge and acquire skills, which is a prerequisite for the formation of their specialist competence. The problems of obtaining educational information during distance learning can be quite successfully solved. However, the acquisition of experimental skills remains an educational, scientific, and methodological problem that requires a solution. The article defines the peculiarities of using virtual laboratory workshops in the online education of students studying the discipline “Inorganic Chemistry”. The theoretic analysis of the main statements of the research problem was presented in the article. The results of the experimental study have proved that the use of computer modeling and the tools of a virtual laboratory when studying chemistry disciplines increases the educational achievements of the students, regardless of the initial level of knowledge. A prerequisite for the effective acquisition of skills by students is the systematic use of virtual laboratory tools. With the occasional use of virtual laboratory instruments, the skills obtained during the experiment were not learned or were not learned for a long time. The use of virtual laboratories provides independent training for students, increases motivation to master new material. Students focus on the experimental process, not on equipment and tools, as it happens in a real laboratory, which can become both a positive and a negative aspect of acquiring practical skills of future engineers, doctors, and pharmacists.

scholarly journals Online teaching Russian practical grammar at a Chinese university during the epidemic

2020 ◽  
Vol 18 (4) ◽  
pp. 383-408
Author(s):  
Wei Zhang ◽  
Liudmila E. Vesnina
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Communication Skills ◽  
Online Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Assessment System ◽  
Learning Abilities ◽  
Distance Learning Technologies ◽  
The Way

Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the quarantine semester on the example of teaching Practical Russian grammar at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching Practical Russian grammar to foreign students and the way distance learning technologies were used. The teachers organized online classes on Practical Russian grammar using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.

scholarly journals CONDITIONS FOR ORGANIZATION OF THE EDUCATIONAL PROCESS AT THE UNIVERSITY USING E-LEARNING TECHNOLOGIES

2021 ◽  
pp. 19-27
Author(s):  
Ирина Геннадьевна Алмазова ◽  
Галина Александровна Корякина ◽  
Светлана Николаевна Числова
Keyword(s):  
Distance Learning ◽  
Time Frame ◽  
Learning Technologies ◽  
Educational Process ◽  
University Teachers ◽  
Distant Learning ◽  
E Learning ◽  
The Russian Federation ◽  
Distance Learning Technologies ◽  
The University

Анализируется проблема разработки, характеристики и реализации важного условия организации образовательного процесса в университете с применением технологий дистанционного обучения, связанного с созданием в университете качественной цифровой образовательной среды, развития технической инфраструктуры и повышения квалификации вузовских преподавателей с целью эффективного использования ими технологий дистанционного обучения в процессах цифровой трансформации высшей школы. Причем такое условие анализируется не только с позиции повышения эффективности организации исследуемого процесса, но и с позиции обеспечения деятельности вуза, отвечающей требованиям мировых стандартов, что чрезвычайно важно в формате реализуемой государственной программы Российской Федерации «Развитие образования» на 2018–2025 гг. Приводятся данные опроса студентов и преподавателей университета, освещающие результаты измерения уровня эффективности реализации проверяемого условия организации образовательного процесса в университете с применением технологий дистанционного обучения. The materials of this publication analyze the problem of development, characteristics and implementation of an important condition for the organization of the educational process at the university with the use of distance learning technologies, associated with the creation of a high-quality digital educational environment, the development of technical infrastructure and advanced training of university teachers in order to effectively use distance learning technologies in the processes of digital transformation of higher education. And a certain condition is analyzed not only from the perspective of improving the efficiency of the organization of the process under study, but the operations of the University that meets the requirements of world standards, which is extremely important in the format of the State program of the Russian Federation “Development of education” for 2018–2025. The results of study of the levels of effectiveness of the implementation of the conditions are tested and and the data of the questionnaire survey of students and teachers are provided. The article describes the terms “distant education” and “distant learning”. The synonymy of their meanings and the peculiarities of their use in the context of the characteristics of a special way of implementing the educational process at the university are noted. The features of the implementation of the selected condition that took place in 2020 are noted: flexibility in taking into account the time frame of classes and in choosing an individual pace of training; modularity; the use of various types of communication; wide coverage of the audience of students.

scholarly journals Metacognitive monitoring and learning gain in foundation chemistry

2014 ◽  
Vol 15 (1) ◽  
pp. 94-104 ◽  
Author(s):  
Kgadi C. Mathabathe ◽  
Marietjie Potgieter
Keyword(s):  
Classroom Environment ◽  
Time Management ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Positive Contribution ◽  
Metacognitive Skills ◽  
Metacognitive Monitoring ◽  
Learning Gain ◽  
Self Evaluation ◽  
Before And After

The ability to make realistic judgements of one's performance is a demonstration of the possession of strong metacognitive skills. In this study we investigate the relationship between accuracy of self-evaluation as an expression of metacognitive skill, and learning gain in stoichiometry. The context is an academic development programme at a South African University offered for under-prepared students enrolled for science and engineering. These students generally exhibit unrealistically high levels of confidence in performance and this could potentially place them at risk by negatively affecting decisions regarding time management and self-regulation. We investigated whether overconfidence before instruction is corrected upon exposure to teaching. A three-tier stoichiometry test was used to collect qualitative and quantitative data before and after instruction. Findings indicate that the majority of the students were overconfident in the evaluation of their performance in both the pre- and posttests. Overconfidence was not a debilitating disposition when demonstrated in the pretest provided that it was corrected during teaching and learning. The most vulnerable students were those that judged their performance or lack thereof realistically in the pretest but became overconfident during the teaching and learning of stoichiometry. Our results suggest that under-prepared students are slow in developing accurate metacognitive monitoring skills within a classroom environment that did not include instruction focused on the development of such skills. We recommend a proactive and constructive response by educators which may reduce the incidence of failure and preserve the positive contribution of confidence, albeit excessively positive.

Social Presence in Distance Learning

2011 ◽  
pp. 1634-1640
Author(s):  
Brian Newberry
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Social Presence ◽  
Educational Process ◽  
Formal Approach ◽  
Approach To Learning ◽  
University Of Wisconsin ◽  
The University

Online learning can be seen as a form of distance education. Though online education is relatively new, distance education is not. According to Rumble (1986), the term distance education may have first been used as early as 1892 in a catalog of the University of Wisconsin. Distance education is, according to Verduin and Clark (1991): “...any formal approach to learning in which a majority of the instruction occurs while educator and learner are at a distance from one another” (p. 8). This emphasis on distance between learner and instructor or teacher is common, for instance, Berge and Collins (1995) define distance education as “the delivery of the educational process to receivers who are not in proximity to the person or persons managing or conducting the process” (p. 14).

Online education empowerment with artificial intelligence tools

2020 ◽  
Vol 25 (2) ◽  
pp. 22-29
Author(s):  
Boichenko A.V. ◽  
◽  
Boichenko O.A. ◽  
Keyword(s):  
Artificial Intelligence ◽  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Learning System ◽  
Educational Institutions ◽  
External Data ◽  
Types Of Information ◽  
The Impact

The experience of organizing the educational process during the quarantine caused by the COVID-19 pandemic is considered. Using of interactive technologies that allow organizing instant audio communication with a remote audience, as well as intelligent tools based on artificial intelligence that can help educational institutions to work more efficiently. Examples of sufficient use of artificial intelligence in distance learning are given. Particular attention is paid to the development of intelligent chatbots intended for use in communications with students of online courses of educational web portals. The use of technologies of ontology formation based on automatic extraction of concepts from external sources is offered, what can lead to greater acceleration of construction of the intellectual component of chatbots. Artificial intelligence tools can become an essential part of distance learning during this global COVID-19 pandemic. While educational institutions are closed to quarantine and many of them transitioned to distance learning lecturers and schoolteachers, as well as students and schoolchildren faced with the necessity to study in this new reality. The impact of these changes depends on people's ability to learn and on the role that the education system will play in meeting the demand for quality and affordable training. The experience of organizing the educational process at the University of Education Management of the National Academy of Pedagogical Sciences of Ukraine in the quarantine caused by the COVID-19 pandemic showed that higher and postgraduate institutions were mostly ready to move to distance learning. However, most distance learning systems, on whatever platform they are organized, need to be supplemented: the ability to broadcast video (at least ‒ one-way streaming), providing fast transmission of various types of information, receiving instant feedback when voting, polls and more. The structure of each section of the training course for the online learning system should fully cover the training material and meet all the objectives of the course. Appropriate language should be used, and wording, syntax, and presentation of tasks should be considered. One of the areas of application of artificial intelligence technologies in online learning is the use of chatbots which are characterrized by the following properties. It is advisable to use computer ontologies to ensure the intellectualization of chatbots. In this case, the metadata must be understandable to both humans and software and meet the requirements of modern standards in the field of information technology. The extraction of concepts from external data sources was carried out to build the ontology.

State and prospects of distance learning during the COVID-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
pp. 36-44
Author(s):  
Gulnara A. Krasnova ◽  
Anna O. Polushkina
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Information Technologies ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning Trajectory ◽  
Russian Society ◽  
Study Results ◽  
Distance Learning Technologies

Problem and goal. In Russian society, the simultaneous and mass transition to distance learning of educational organizations in March 2020 in connection with a new coronavirus infection caused a sharp discussion about the effectiveness and consequences of this format of training, as well as about the prospects for its use after the COVID-19 pandemic. In the current conditions, the education system is faced with the task of training specialists in the face of the uncertainty of the future and the accelerated digitalization of the economy. The purpose of the research is to analyze the main factors influencing the development and spread of distance learning in the coming years, as well as the possible short and long-term consequences of switching to distance learning in higher education institutions. Methodology. The analysis of the scientific literature and practical activities, as well as experienced teaching, was used in the study. Results. The content and form of education will significantly transform in the long term. Today the necessary digital competencies cannot be acquired within the framework of the traditional educational process (lectures, seminars, exams in oral form), without the systematic use of information technologies in the educational process. Information technologies will be in high demand by graduates and will allow them to be prepared for the practical use of IT in the workplace. In addition, it can significantly improve the effectiveness of training because it allows to implement an individual learning trajectory, personalize training, remove restrictions on the time and place of training, and increase the visibility and interactivity of the educational process. Conclusion. Online education, e-learning using distance learning technologies in the long term will meet the demand of students and society for training in an uncertain future. Thanks to information technologies, conditions are created for active cognitive and educational activities of students, individualization of training is provided, turning the student into an active and equal participant in the educational process, including by refusing to provide ready-made differentiated knowledge, which leads to the formation of the reproductive nature of thinking in students.

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