scholarly journals DETERMINATION OF EFFECTIVE METHODS AND METHODS OF DELIVERY OF EDUCATION TO STUDENTS

2021 ◽  
Vol 7 (73) (1) ◽  
Author(s):  
I. B. Khasanov
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Strategy ◽  
Educational Institution ◽  
Individual Learning ◽  
Self Study ◽  
Part Time Students ◽  
Gradual Development ◽  
Part Time ◽  
High Level

We discussed the problems of choosing effective methods and methods of delivering education to students in the paper. This process is very complex and contains a huge range of interacting variables. Nowadays, there is no adequate theory or process to determine effective methods and methods for delivering education to students. As a rule, it is assumed that individual learning is the default option, because of its superiority, and online learning is used only when circumstances do not allow the use of individual learning. However, online learning has become very common and effective in many contexts. Fully online courses are suitable for some types of students better than others: older, more mature students; students with an already high level of education; part-time students who work or with families. In terms of blended learning, the criteria are less clearly defined than for fully online learning. These courses are more suitable for more experienced students with strong motivation. In general, online students need more self-discipline in learning and more motivation to learn to succeed. This does not mean that other types of students cannot benefit from online learning, but additional efforts must be made to develop and support such students on the Internet. In terms of blended learning, the criteria are less clearly defined than for fully online learning. The advantage for students is to increase flexibility, but they should still live close to the educational institution, since this model means attending classes at the university. In addition, blended learning enables the gradual development of self-learning skills, if it is a focused learning strategy. Research also suggests that self-study skills need to be developed while students are at university. In other words, online learning in the form of blended learning should be deliberately introduced and gradually expanded as students work on the training program, so by the time they graduate, they acquire the skills necessary for self-study, which is critical in the digital age .Based on the study, steps are suggested for choosing the necessary method and method of delivering education to students.

scholarly journals Blended learning as a way to enhance extramural language teaching

2020 ◽  
Vol 26 (3) ◽  
pp. 202-207
Author(s):  
Vera V. Chistyakova ◽  
Yelena G. Aryuhina ◽  
Tat’yana A. Zaytseva ◽  
El’vira G. Mironova
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Teaching ◽  
Education Institution ◽  
Learning Technology ◽  
Theoretical Approaches ◽  
Proposed Model ◽  
Self Study ◽  
Part Time Students ◽  
Part Time

The article considers the possibilities and limitations of blended learning technology for part-time students' self-study arrangement in the intersessional period. The authors present a model of foreign language teaching at the extra-mural department of the linguistic higher education institution developed on the basis of the collected statistical data analysis and the existing theoretical approaches to the structure of distance learning. The proposed model allows bridging the gap between the amount of expected self-study and the level of autonomous learning skills of students, their need for permanent feedback and amount of time provided for the teacher. The research results reveal the proposed model effectiveness for the development of educational and foreign-language communicative competence of students, as well

Authentication of Educational Practices in Online Learning

2021 ◽  
pp. 52-66
Author(s):  
O.V. Lukyanov ◽  
◽  
I.A. Dubinina ◽  
E.V. Bredun ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Individual Learning ◽  
Educational Process ◽  
Educational Practices ◽  
Abstract Thinking ◽  
Field Independence ◽  
High Coefficient ◽  
High Level

The aim of online learning is to help forward the individualization of educational practices and self-determination of a student. From the technological point of view, it is supposed to reduce the costs on the teacher’s presence in educational process (it is not a teacher but a plat-form which holds the knowledge) and to increase investments in the student’s presence (a student completes the given knowledge with his own senses, motives, values and creativity). An important phase of educational process is rating. According to the trend of “high technolo-gies” (technologies that minimize the human presence in management) we may say that there is also a trend to increase the level of rating. In online learning environment we rate not only the results and actions of a student, but also the level of his abilities or competence and the means of rating authenticity. The article discusses the data received on using the “Self-attestation practice” online course. It is a means of final assessment for students who complete the BA in psychology. By the way of variance analysis, we verified the hypothesis that the high level of abstract thinking, high coefficient of categorization, high level of creativity, field independence and reflexivity on cognitive styles are favor for intellectual productivity in scientific, research and creative areas. A measured set of level characteristics for intellectual products is transformed into a com-plex of observed language qualities. The high level of abstract thinking is demonstrated in speech coherence, in discourse consistency. The high coefficient of categorization is demon-strated in the ability to interpret texts into different languages and scales. High creativity level can be seen in making preference for difficult, challenging creative tasks. Field independence and reflexivity is demonstrated in the ability to make an individual educational track. These characteristics are markers of successful study, including online education. They allow us esti-mating each student’s involvement into professional studies and defining the levels of intellectual success, predicting the model of individual learning environment (individual learning track).

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

scholarly journals CREATION OF AN INTERACTIVE SYSTEM FOR TRAINING OPERATIONS WITH AN ELECTRONIC TACHEOMETER

2020 ◽  
Vol 7 (1) ◽  
pp. 88-92
Author(s):  
Maria S. Zubkova ◽  
Peter Yu. Bugakov
Keyword(s):  
Educational Institution ◽  
Interactive System ◽  
Total Station ◽  
Part Time Students ◽  
Part Time

The purpose of thе work is to create an interactive system that allows you to study how to work with an electronic total station, main functions and settings of the device, and improve the quality of the studied material. Such a system will be in demand among part-time students due to the unstable possibility of being present at the educational institution and studying the device physically.

scholarly journals The Effect of Use Of Blended Learning OnMotivation To Learn Mathematics With Collaborative Learning Media Whatsapp And ZoomIn Class X Mipa 3 Upt Sma Negeri 1 Parepare

2021 ◽  
Vol 9 (3) ◽  
pp. 219
Author(s):  
Musdalifa Ibrahim
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Research Method ◽  
Learning Strategy ◽  
Math Learning ◽  
Face To Face ◽  
Qualitative Descriptive ◽  
Biology Learning ◽  
Face To Face Learning ◽  
Descriptive Method

This study aims to determine whether or not there is an effect of using the blended learning strategy in Math online learning via WhatsApp and zoom. This research method uses a qualitative descriptive method. The data in this study were collected through observation, interviews, and documentation. The results obtained indicate that online learning using the WhatsApp and zoom application with the blended learning strategy during the Covid-19 pandemic can provide more enjoyable learning so as to increase student enthusiasm and activity. The conclusion obtained from this study is that the use of the blended learning strategy affects online math learning via WhatsApp and zoom can be an alternative in online biology learning via Whatsapp in conditions that do not allow face-to-face learning

Student Usage of Assessment-Based and Self-Study Online Learning Resources in Introductory Accounting

2018 ◽  
Vol 33 (4) ◽  
pp. 13-31 ◽  
Author(s):  
Camillo Lento
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Exam Performance ◽  
Learning Resources ◽  
Strong Positive Correlation ◽  
Visual Channel ◽  
Final Exam ◽  
Self Study ◽  
Online Learning Resources

ABSTRACT This study analyzes data from online learning platforms in introductory financial accounting, and highlights three key findings. First, online learning resources linked to course assessment are more negatively associated with cramming study habits and more positively associated with final exam performance than are resources made available for self-study. Second, dynamic online learning resources (i.e., utilization of auditory and visual channels for processing information) made available for self-study are more positively associated with final exam performance than are static resources (i.e., visual channel only). Third, in-class attendance displays a strong positive correlation with online time on task in a blended learning environment. Based on these findings, this study offers some pedagogical strategies that accounting educators can adopt to adjust their blended learning environment. JEL Classifications: A20; A22.

scholarly journals Development and Implementation of a Self-Study Roadmap for Part-Time Students

2018 ◽  
Vol 5 (2) ◽  
pp. 190
Author(s):  
Andre Von Zobeltitz ◽  
Knut Linke ◽  
Eva Blochberger
Keyword(s):  
Time Management ◽  
Point Of View ◽  
Federal State ◽  
Research Project ◽  
Education Management ◽  
Self Study ◽  
Part Time Students ◽  
Part Time ◽  
University Lecturers ◽  
The University

The “Open IT” research project is being carried out in the scope of the federal state “Aufstieg durch Bildung: offene Hochschulen” initiative (“Advancement through education: open universities”) in which credit transfer programmes are being designed for IT practitioners in Germany. In this process, research is being carried out into the development, implementation and use of methods to support self-study, which will be prepared for transfer to teaching. The use of a self-study roadmap for students and lecturers has been developed in the course of this research. This self-study roadmap supports students’ time management and the balance of study, work and family.Following the numerous evaluation steps involved in the creation of the self-study roadmap, the roadmap has been formally implemented and developed within the research project. The benefits, use and challenges of this learning tool are analysed and reflected upon in this paper in the context of education management. A strategic point of view has been chosen so that the tool can be examined on a meta level. The relevant perspective of the university, lecturers and students has been adopted so that an all-encompassing view can be guaranteed at strategic level.

scholarly journals THE EFFECTIVENESS OF BLENDED LEARNING STRATEGY FORMULATION ON IMPLEMENTING CURRICULUM IN DEPARTMENT OF CURRICULUM AND EDUCATIONAL TECHNOLOGY AT PADANG STATE UNIVERSITY

2018 ◽  
Author(s):  
Alwen Bentri ◽  
Ulfia Rahmi
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Blended Learning ◽  
Learning Strategy ◽  
School Curriculum ◽  
Design Development ◽  
Strategy Formulation ◽  
Implementation Phase ◽  
Face To Face ◽  
Addie Model

The purpose of this study was to test the effectiveness of formulation of blended learningvalidated and it’s practicality was counted from previous study. The model used for the overallstudy was ADDIE model of the five stages, namely Analysis, Design, Development,Implementation, and Evaluation. This second year was the implementation phase to test theeffectiveness of the formulation blended learning strategy on the School Curriculum Studiessubjects. The activity began with implementing the learning process using blended learningstrategy formulation with the formula of online learning and face-to-face 62.5% 37.5% appliedto 40 students. Based on data analysis has been conducted on students' final grades obtained bythe value of the t test at the 0.05 level of 0.032. This proved that there were significantdifferences between the results of learning to use the strategy formulation blended learning withface-to-face lectures on the implementation of the curriculum in the Department of Curriculumand Educational Technology. In other words, the strategy formulation of blended learning wasmore effective than lectures conducted by face-to-face. The implication of this study need to beformulated of combination formulations face to face and online learning based on thecharacteristics of lecture material.

scholarly journals Usage of Distance and Blended Learning in Educating School Librarians

2021 ◽  
Author(s):  
Michaela Banek Zorica ◽  
Šonja Spiranec ◽  
Nikolaj Lazić
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
New Technologies ◽  
Learning System ◽  
Traditional Learning ◽  
Full Time ◽  
School Librarians ◽  
Part Time Students ◽  
Part Time ◽  
E Learning

Paper shows the case study of transforming traditional learning environment (based on teacher-centred instruction), to the blended learning environment (based on student-centred instruction) using Open Source Learning Management Systems, like Moodle. Special attention was on the advantages in usage of this tool in educating LIS professionals. Authors try to investigate whether new technologies help and motivate students master the necessary knowledge, especially when applied to the mandatory courses. Differences in motivation and access to the studies between the full-time and part-time students are also compared. Data fo theevaluation have been gathered through numerous satisfaction surveys and interviews with the students of Department of Information Sciences, Faculty of Humanities and Social Sciences, University of Zagreb, both full-time and part-time, as well as through the analysis of the data from the faculty’s e-learning system.  

scholarly journals The dynamics of structural changes in the social-role attitudes of students during studies at higher educational institution

2018 ◽  
Vol 19 (1) ◽  
pp. 15-22
Author(s):  
Olha Savytska
Keyword(s):  
Professional Training ◽  
Social Role ◽  
Educational Institution ◽  
Full Time ◽  
Component Structure ◽  
The Social ◽  
Part Time Students ◽  
Part Time ◽  
Higher Educational

Abstract The purpose of the paper — to present the theoretical considerations and the results of empirical study concerning on the intentional characteristics of professional consciousness (on the example of social-role attitudes of students). The structure, the dynamics of changes in the social-role attitudes of students during studies at higher educational institution in different forms of studies (full-time and part-time) and the influence of the quality of program content transferred during the education process on the shaping of students' professional awareness were also discussed. The methodology of the research. We used the method of questioning and incomplete sentences in the research. The sample consisted of 94 students of 1 - 5 courses in the following fields: psychology, primary education, mathematics and physics. The study involved 17 part-time students and 77 full-time students. The age of full-time students was from 17 to 22 years old, and the age of part-time students was from 24 to 35 years old. Methods of mathematical statistics are used to evaluate the data. The results of the research. The data of the empirical research of the students' social-role attitudes show that they have content peculiarities as for the specifics of manifestation at different stages of professional training and on different forms of studies at higher educational institution. Social attitudes regarding the role of “student” and the role of “professional” which have three-component structure (cognitive, emotional and behavioural) vary in degree of awareness and completeness, and are ambivalent. This increases their resilience to changes. The discussion. The results of the studies show that the social-role attitudes undergo changes as a result of target influences in the process of professional training of future specialists at higher educational institution. Therefore, the definition of social-role attitudes features will contribute to the development of the effective technologies in the professional training of specialists.

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