COMPARATIVE ANALYSIS OF POPULAR PLATFORMS FOR LEARNING MANAGEMENT SYSTEMS

2021 ◽  
pp. 15-18
Author(s):  
С.А. Коваленко ◽  
А.В. Барабанов ◽  
Н.И. Гребенникова ◽  
В.А. Малиновкин
Keyword(s):  
Online Education ◽  
Mobile Applications ◽  
Ease Of Use ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
Technical Developments ◽  
Part Time ◽  
Monitoring Training ◽  
The Moment ◽  
Core Functionality

В настоящий момент система онлайн-образования принимает новые масштабы. Потребность в платформе, в которой будет гармонично сочетаться современный функционал и простота пользования, всё больше и больше увеличивается. Использование новейших технических разработок позволяет создавать электронные платформы для организации качественного онлайн-обучения. Представлен обзор платформ, а именно: «Moodle», «iSpring Learn» и «Google Calssroom». Рассматриваемые сервисы имеют большую целевую аудиторию и высокий спрос в сфере онлайн-образования. С помощью них можно осуществлять как очное, так и заочное обучение, хранение информации курса, тестов и лекций, а также производить контроль за прохождением обучения и вести отчётность. Были рассмотрены преимущества и недостатки каждого сервиса. Сравнение платформ производится по ряду характеристик, а именно: удобство интерфейса, мобильность системы (развертывание системы без привлечения специалистов), наличие встроенного редактора курса, наличие видеоконференции, доступность основного функционала, наличие дополнительного функционала, поддержка различного рода файловых расширений, гибкость системы, наличие мобильных приложений, денежные затраты при использовании платформы. Эти аспекты выступают основными при выборе платформы, так как они являются ключевыми при использовании сервисов онлайн-обучения At the moment, the online education system is taking on new dimensions. The need for a platform that will harmoniously combine modern functionality and ease of use is increasing. Creating electronic platforms using the latest technical developments allows you to organize high-quality online education. This article provides an overview of the platforms, namely: "Moodle", "iSpring Learn" and "Google Calssroom". These services have a large target audience and high demand in the field of online education. They can be used for both full-time and part-time training, storing course information, tests, and lectures, as well as monitoring training progress and maintaining reports. We considered the advantages and disadvantages of each service. We compare the platforms by a number of characteristics, namely: usability, mobility of the system (deployment system without the involvement of specialists), the presence of the built-in editor of the course, the availability of video conferencing, the availability of core functionality, additional functionality, support of various kinds of file extensions, the flexibility of the system, the availability of mobile applications, costs when using the platform. These aspects are the main ones when choosing a platform, as they are key when using online learning services

scholarly journals СУЧАСНІ ТЕХНОЛОГІЇ ТА СТРАТЕГІЇ В ОНЛАЙН ВИКЛАДАННІ АНГЛІЙСЬКОЇ МОВИ ДЛЯ ГУМАНІТАРНИХ ФАКУЛЬТЕТІВ

2021 ◽  
Author(s):  
Svitlana O. Chernyshova ◽  
Olena P. Tokmenko ◽  
Olena A. Sydorenko
Keyword(s):  
Online Education ◽  
Foreign Language ◽  
Geographical Location ◽  
Close Correlation ◽  
Full Time ◽  
Online Technologies ◽  
Advantages And Disadvantages ◽  
Offline Learning ◽  
Language Courses ◽  
Foreign Language Courses

The article is devoted to the use of online technologies and strategies in learning a foreign language. In particular, in close correlation with full-time education, the article considers the leading strategies and technologies used by higher education institutions in building online foreign language courses. These are mainly lectures, discussions, games, simulations, blog technologies, wiki technologies, etc. The article mentions the work of the world's leading online universities. Quotes from their supervisors and lecturers are given, which analyze the main concepts that distinguish or, conversely, resemble online and offline learning. We can say that today the technology has reached a sufficient level for students to receive a proper education, even in distance learning. Even more, thanks to the synchronous and asynchronous method of teaching, students get additional opportunities that are not always available in the classroom. However, it is worth noting that mastering, selecting and successfully using existing technologies is another challenge for teachers working online.The article also discusses the advantages and disadvantages that accompany online learning. The article analyzes the methods and means of learning a foreign language online. According to the author of the article, the number of online courses, online faculties and online universities will grow steadily every year. Because they do not require significant investment and allow people to be educated regardless of their geographical location. However, online education relies heavily on traditional education, it creates space for the preservation, development and improvement of traditional learning models, as well as selectivity in choosing more effective methods.

Survivorship model of care at a large National Cancer Institute.

2016 ◽  
Vol 34 (3_suppl) ◽  
pp. 37-37
Author(s):  
Smitha Pabbathi ◽  
Mary Ann Morgan
Keyword(s):  
Primary Care Physicians ◽  
Full Time ◽  
Survivorship Care ◽  
Advantages And Disadvantages ◽  
Steady Growth ◽  
Care Models ◽  
Seer Data ◽  
Part Time ◽  
Breast And Prostate Cancer ◽  
Age Range

37 Background: There is a lack of existing evidence on survivorship care models and their advantages and disadvantages when it comes to improving health outcomes. We describe the evolution of a Survivorship Care model at a large NCI designated Cancer Institute. Our model is closest to ASCO’s description of General Survivorship Clinic/Shared Care. The Clinic is led by a full time nurse practitioner and two part time internists. Initial start-up expenses were provided by Foundation funds Methods: Aggregate data was requested from Information Shared Services. Data was extracted from both Billing from Transmed-HRI and the Cancer Registry from the time period of May 2011 to August 2015 to identify patients who have been followed in the long-term Survivorship clinic. Results: Our program initially focused on breast and prostate cancer populations based on SEER data of cancer survivors and risk-stratification. Twelve other cancer types are now referred resulting in steady growth. A review of our patient population revealed 924 unique patients of which 619 were female and 305 male. Fifty-nine patients fell in the age range 20-44, 445 in the age range 45-65, and 420 > 65 age. Over fifty percent of our patients are from the Breast Program; the next largest population is Genito-Urinary and third largest group is Digestive. The patients racially identified as white are 89%, 6.3% black, 2.7% as other, 2% unknown. This is consistent with the center population. Eighty patients had recurrences or new primaries. Conclusions: The number of referrals has grown every year and the majority of patients continue to be followed annually. Patients do not feel lost in transition because we have a team based approach as the parent program exists within the institution. Our model not only allows our oncologists to focus on new patients and those with recurrent or metastatic disease but it can help bridge survivorship care from the oncologist to primary care physicians in the community. This type of clinic will also facilitate evaluation and treatment of late effects such as anthracyclines and pelvic radiation across diseases for management of symptoms.

scholarly journals A Phenomenological Exploration of the Student Experience of Online PhD Studies

10.28945/4645 ◽  
2020 ◽  
Vol 15 ◽  
pp. 575-593
Author(s):  
Kyungmee Lee
Keyword(s):  
Online Education ◽  
Doctoral Students ◽  
Lived Experiences ◽  
Doctoral Education ◽  
Doctoral Degree ◽  
Full Time ◽  
Planning Stage ◽  
Holistic Understanding ◽  
Phd Education ◽  
The Moment

Aim/Purpose: This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background: A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology: The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution: The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings: The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners: It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and their transition from Part 1 to Part 2. Recommendation for Researchers: It is crucial to develop a separate set of narratives about online PhD education. Common assumptions drawn from our existing knowledge about more conventional doctoral education are not readily applicable in this newly emerging online education setting. Impact on Society: It is important for online PhD students and potential ones in the planning stage to better understand the nature of doing a PhD online. Given the growing popularity of doctoral education, our findings based on the reflective narratives of thirteen online PhD students in this paper can support their informed decision and successful learning experiences. Future Research: A comparative study can more closely examine similarities and differences among diverse models of doctoral education to capture the uniqueness of online PhD programmes. It is worthwhile to investigate students’ experiences in online PhD programmes in disciplines other than education. A more longitudinal approach to following an entire journey of PhD students can be useful to develop a more comprehensive and holistic understanding of an online PhD. Some critical questions about students’ scholarly identity that emerged from the present study remain unanswered. A follow-up phenomenological research can focus on the existential meanings of being a scholar to this group of students.

scholarly journals Students’ attitude to e-learning

2021 ◽  
Vol 97 ◽  
pp. 01042
Author(s):  
Azat Mukhametshin ◽  
Norair Asratyan ◽  
Aelita Safina ◽  
Azat Gaifutdinov ◽  
Gulchachak Ganieva ◽  
...  
Keyword(s):  
Online Education ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Traditional System ◽  
Current State ◽  
Part Time Students ◽  
Part Time ◽  
E Learning ◽  
Remote Learning

In the context of the Covid-19 pandemic, the relevance of the transition to remote forms of training has increased not only for part-time students, but also for full-time ones. Online learning, based on the use of various electronic educational platforms, differs significantly from the traditional system and completely changes the entire educational process, including the forms of knowledge acquisition, control and assessment. ELearning has many advantages, but it can only be considered as an addition to traditional forms of training. However, under the conditions of the pandemic, remote learning for a certain period of time became the only form of communication between students and teachers and showed alongside with its advantages its shortcomings as well. It turned out that higher education is not only technically, but also organizationally unprepared for the transition to online education. This work examines the main aspects of the remote learning system as a necessary and effective technology in the current conditions. At the same time, our task is to analyze the negative assessments that students give to the current state of remote education.

scholarly journals PERSPECTIVES OF PROSPECTIVE TEACHERS ON ZOOM AS A TRANSFORMATIVE TEACHING METHODOLOGY

2019 ◽  
Vol 7 (11) ◽  
pp. 946-957
Author(s):  
Leela Ramsook ◽  
Marlene Thomas
Keyword(s):  
Prospective Teachers ◽  
Mixed Method ◽  
Online Survey ◽  
Teaching Methodology ◽  
Full Time ◽  
Web Conferencing ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Qualitative Approaches ◽  
Part Time

Abstract In the Bachelor of Education (BEd) Programme at the University of Trinidad and Tobago, prospective teachers are exposed to ‘zoom’ classes. This study investigated the perspectives of full-time and part-time prospective teachers with regard to classes conducted via web conferencing, with particular reference to zoom. It examined students’ views on the merits and demerits of the use of zoom by instructors. A mixed-method design was utilized as the appropriate design to determine prospective teachers’ viewpoints and beliefs, as well as the advantages and disadvantages of classes conducted via zoom. Data were gathered using an online survey, semi-structured interviews with focus groups and reflective posts on Canvas. Data analysis included a combination of quantitative and qualitative approaches. The results indicated that most prospective teachers prefer a combination of zoom and face-to-face classes, while some have a preference for face-to-face classes only. Others prefer face-to-face classes together with an integration of different aspects of technology. Some participants lamented about their personal levels of proficiency with web conferencing. The merits and demerits were equitable, based on the maturity of the prospective teachers when the opinions of full-time and part-time students were considered. The conclusions were that zoom classes were satisfying for some prospective teachers whereas others perceived them as convenient and ‘a line of least resistance’. The findings have implications for the quality of classes conducted solely via ‘zoom’ on a consistent basis.   Keywords: prospective teachers, perspectives, zoom, mixed-method  

scholarly journals Psychological and Pedagogical Aspects of Distance Education in a Pandemic: Based on the Materials of a Survey of Students – Future Psychologists

2020 ◽  
Vol 12 (3) ◽  
pp. 80-94
Author(s):  
K.S. Shalaginova ◽  
E.V. Dekina
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Process ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
State Pedagogical ◽  
High Workload ◽  
Part Time ◽  
The Individual ◽  
Independent Work

The article presents the results of a questionnaire survey of students – future educational psychologists, which made it possible to determine the main advantages and disadvantages of the forced transition to distance education in a pandemic, and present conclusions about the possibilities and prospects of using this type of education in vocational education. The study involved 1-4 year students of full-time and part-time forms of study of the Faculty of Psychology of Tula State Pedagogical University named after L.N. Tolstoy in the amount of 289 people. The main advantages of the distance learning student are the availability of educational materials and information in the individual trajectory of passing the disciplines at any time, convenience in organizing independent work, the ability to plan their own time. The main difficulties identified by students are associated with high workload, insufficient time allotted for interaction with teachers, lack of technical capabilities for implementing the distance learning process at home. In general, students positively assessed the use of distance education and spoke about the advisability of using a mixed form – distance and fulltime education, the importance of psychological and pedagogical support for the subjects of the educational process in solving problems arising in the process of distance learning.

scholarly journals Motivation of Future Musicians-Teacher to the Choice of Distance Learning and Evaluation of Its Current State

2019 ◽  
Vol 7 (1) ◽  
pp. 165-176
Author(s):  
Elena N. Shumilova
Keyword(s):  
Distance Learning ◽  
Musical Training ◽  
Educational Process ◽  
Music Teacher ◽  
Academic Disciplines ◽  
Full Time ◽  
Professional Activities ◽  
Advantages And Disadvantages ◽  
Part Time Students ◽  
Part Time

The author reflects on the specifics of distance musical and pedagogical education, which is perceived by many in a negative connotation – a reduced number of academic disciplines, first of all, individual lessons. And also – the important factor that distance education is often paid and the initial level of students is rather weak. However, there are no clear criteria for the comparative quality of full-time and part-time diplomas. Moreover, in the music profession, where individual training actualizes not only professional knowledge and skills, but also the formation of personal qualities of the future specialist. at the same time, it is necessary to separate two concepts – “correspondence” and “distance” learning. There is practically no research that would deal with the problems of distance musical and pedagogical education. As a rule, those few works that exist on correspondence training of pedagogical specialties do not take into account the specifics of the profession of music teacher, for example, in terms of the creative component of the educational process or the development of performing skills. to date, the most noticeable research gaps are, first of all, the actualization of the contextual approach and the study of the motivational component in distance learning. The author analyzes the data developed by him a detailed questionnaire for part-time students with information about the real and intended place of work of future graduates, their motivation for distance learning, the degree of satisfaction with such training, its advantages and disadvantages, the level of musical training of future teachers, musicians, their specific professional problems, etc. The students’ answers showed that there is a powerful trend in the musical and pedagogical profession associated with the public expression of musical creativity, the actualization of not only education and upbringing, but also the enlightenment component of the educational process. In addition to the performance qualities of a music teacher, those skills that have only recently seemed to be insignificant, such as organizational, directorial, lecturers, and managerial ones, have become extremely popular. According to the author, in the correspondence musical and pedagogical education it is much easier to develop the abilities of teachers in this regard, since, on the one hand, there is a knowledge base, and on the other – a specific professional situation, familiar and close to the correspondence student and teacher in one person. In this contextual paradigm laid a powerful lever of motivation of part-time students to maximize the “whole” of the educational process and, accordingly, the optimal combination and complementarity of study and professional activities.

scholarly journals Student and instructor attitudes toward CALL and MALL in the L2 classroom

2018 ◽  
Author(s):  
James W. Pagel ◽  
Stephen Lambacher ◽  
Hisayo Kikuchi ◽  
Sachiho Mori
Keyword(s):  
Second Language ◽  
Mobile Devices ◽  
Mobile Applications ◽  
Private University ◽  
Language Learner ◽  
Asia Pacific ◽  
Full Time ◽  
Learning Contexts ◽  
Part Time ◽  
Similar Survey

As part of an ongoing study focusing on language learner and instructor attitudes toward the use of computers and mobile devices in second language (L2) learning contexts, the authors attempt to identify to what degree language instructors value the use of computers and mobile devices in their teaching. We compare the responses of a survey administered to an “in-house” group of instructors within two faculties of a private university in Tokyo, Japan, with the responses collected from a similar survey administered to instructors solicited through various CALL organizations. The number of respondents of the “in-house” survey during the first three years was relatively low; however, in the final year was considerably much higher, with the number from both full-time and part-time staff totaling 34. The total number of survey respondents from the CALL organizations totaled 121, with the participants’ places of employment ranging from Europe to the Asia Pacific Rim. In addition to offering an interpretation of a sampling of the Likert scale items found on the surveys, the authors focus on comparing the responses offered by both groups of instructors regarding which skills they focused on in the CALL classroom, as well as what mobile applications they encouraged their students to use.

scholarly journals Assessment of musculoskeletal symptoms in academics in full‑time and part-time courses

2020 ◽  
pp. 1-5
Author(s):  
Gabriela Antonelli ◽  
Jossinelma Camargo Gomes ◽  
Marcio Antonio Klingelfus de Oliveira ◽  
Marina Pegoraro Baroni
Keyword(s):  
Biological Sciences ◽  
Musculoskeletal Symptoms ◽  
Full Time ◽  
Social Relevance ◽  
High Prevalence ◽  
Multiple Regions ◽  
Part Time ◽  
Time Courses ◽  
The Moment ◽  
Multiple Symptoms

Introduction: Musculoskeletal symptoms are affections, with or without degeneration of the tissues, and may present in various forms and be associated with multiple symptoms. At the moment its etiology is multifactorial and the pathological picture shows social relevance due to its scope and magnitude. Objective: The objective of this study was to evaluate and compare the prevalence of musculoskeletal symptoms in academics of full-time and part-time (nighttime) courses at UNICENTRO. Methods: The study counted on 120 students of both courses and for the selection of the individuals was used the stratified sampling method. The Nordic questionnaire for musculoskeletal symptoms (NMQ) and Visual Analogue Scale (VAS) questionnaire were used as a form of pain identification. Results: Observing the results obtained from the NMQ, it was observed a high prevalence of symptoms in the analyzed students, being 49% in Biological Sciences and 44.8% in Physiotherapy, highlighting the region of the vertebral column, being lumbar (9.42%) in academics of Physiotherapy and thoracic region (9.14%) in academics of Biological Sciences, also noted high involvement in multiple regions (53.9%). Furthermore, it was observed the presence of mild pain trough VAS (3.78 ± 2.38). Conclusion: It was concluded that the most affected region was the spine, specifically the lumbar and thoracic. Thus, it is assumed that biomechanical overload is responsible for this finding. Thus, preventive and ergonomic measures and health promotion should be stimulated among young students, but for this purpose further studies are needed.

A Matter of Combination? The Influence of Work-family Life Courses on Life Satisfaction at Higher Ages among German Women

2020 ◽  
pp. 0192513X2096600
Author(s):  
Okka Zimmermann
Keyword(s):  
Life Satisfaction ◽  
Family Life ◽  
Well Being ◽  
Full Time ◽  
Cross Sectional ◽  
Advantages And Disadvantages ◽  
Time Work ◽  
Part Time ◽  
Life Courses ◽  
Work Family

This study analyzed the association between work-family life courses and life satisfaction among 2,542 women aged 60–65 years (born between 1920 and 1957) using German SOEP data and ANOVA models. The results are embedded in a description of the specific role of mothers in Germany (as primary caregivers), different theoretical assumptions (from role theories and theories on cumulative advantages and disadvantages), and prior results (from longitudinal and cross-sectional research). The findings provide strong evidence that motherhood in combination with not working and losing a spouse in middle age is associated with low life satisfaction at higher age. They also show that combining motherhood with continuous part-time work or childlessness with continuous full-time work is positively related to life satisfaction at higher ages. The fact that differences between other patterns are not significant, suggests that only specific combinations of characteristics of work-family life course patterns are associated with well-being at higher ages.

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