scholarly journals Interactive technologies of higher education

2021 ◽  
pp. 204-215
Author(s):  
Віта Гаврилюк ◽  
Наталія Марчук
Keyword(s):  
Higher Education ◽  
Interactive Technologies

scholarly journals Using interactive technologies and distance learning in sustainable education

2021 ◽  
Vol 250 ◽  
pp. 07003
Author(s):  
Anna Rybakova ◽  
Aleksandra Shcheglova ◽  
Denis Bogatov ◽  
Liudmila Alieva
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Built Environment ◽  
Social Life ◽  
Learning Experience ◽  
Theoretical Research ◽  
Personal Contact ◽  
Interactive Technologies ◽  
Sustainable Education ◽  
The Impact

This paper focuses on the use of interactive technologies and distance learning in sustainable education. It discusses how remote learning technologies can positively influence students’ learning and entry in sustainable education. The paper looks at the use of distance learning in higher education as a means to help students in the built environment and its use within the education system. It studies and expands the theoretical research on the benefits of distance learning, where the study is remote and there is no personal contact with staff or students, and examines the impact of distance learning on the student’s learning experience. It also proposes and evaluates potential solutions to overcome the barriers to learning in the built environment and create successful virtual learning communities, recognising that such improvements must be reconciled with the primary benefits identified. The paper provides an overview of sustainable distance learning within higher education and discusses the differences between learning outside the structural environment of a profession, what it means for the student’s learning experience and the potential to overcome barriers to distance learning. This is a very timely topic in the times of COVID-10 pandemic. Lockdowns of the economy and social life impacted all spheres of education with schools and universities closed for long periods of time and all teaching moved to online and distance mode. However, coronavirus pandemic also brought the digital surge in the system of education, including the sustainable education. All these innovations might stay after the pandemic and help the education to evolve and to embrace more novel trends and technologies.

Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community amongst College Students

2012 ◽  
pp. 13-27
Author(s):  
Pamela M. Golubski
Keyword(s):  
Higher Education ◽  
College Students ◽  
Web 2.0 ◽  
Faculty Members ◽  
Retention Rates ◽  
Campus Community ◽  
Interactive Technologies ◽  
Face To Face ◽  
Technological Tools ◽  
The Web

Retention in higher education is a forefront goal for most administration, staff, and faculty members. For this goal to be achieved, college professionals must go above and beyond to ensure students are engaged socially, successfully integrated into the campus community, and actively involved during college. When these interactions occur, students are more likely to experience a sense of belonging, as, evident from developmental research theories, an institution could experience an increase in overall retention rates. However, to achieve engagement, integration, involvement, and feelings of belonging, it requires staff and faculty members to offer and encourage continuous interactions with students, both inside and outside the classroom. While these interactions in the past usually happened through face-to-face methods, today, the Web 2.0 and virtual technological tools have extended opportunities for college professionals to interact more often with students. Two such virtual technologies are Google Wave and Wimba Collaboration Suite (Voice, Pronto, and Classroom).

Peculiarities of use of interactive technologies of teaching English language in training of the future masters-philologists

2019 ◽  
Vol XV ◽  
pp. 293-305
Author(s):  
Ìvan Rusnak ◽  
Âroslav Nagornij ◽  
Marina Vasilik
Keyword(s):  
Higher Education ◽  
English Language ◽  
Effective Means ◽  
Language Education ◽  
Role Playing ◽  
Foreign Languages ◽  
Professional Activity ◽  
Teaching English ◽  
Interactive Technologies ◽  
The Future

The article substantiates the necessity of introducing the newest tech-nologies of teaching English in the process of training future masters – teachers in the system of higher education of Ukraine and professionals-practitioners in other areas of public life of the state. This need is condi-tioned by Euro-integration processes, expansion of international coop-eration of Ukraine, self-affirmation of its citizens in the European and world socio-cultural and economic space. Interactive technologies of teaching foreign languages have been recognized effective means of forming foreign language linguistic competences, tested in institutions of higher education of Ukraine, as they contribute to the formation of such vital and professional competences as information, linguistic, speech, linguistic country study, world-outlook-valuable, communicative, socio-cultural, methodical, research, and so on. This process takes place in the context of the “European Recommendations on Language Education” and the domestic linguodidactics. It is argued that the most effective technologies tested by the authors of the article and their colleagues in Ukraine are the method of projects, the method of brainstorming and the method of business role-playing games. The method of projects motivates students to find ways to inde-pendently solve practical problems and issues, develops the skills of joint educational activities in achieving a specific goal. The method of brain-storming (assault) contributes to the generation of ideas that will help in a small amount of time to solve the task, set to the training group. Its value is in the number of ideas offered, and not only in their quality, although not all ideas will be implemented. The role-playing game helps in mastering the skills of the future professional activity, provides stu-dents with communication, facilitates the transfer of acquired experi-ence, acquires new knowledge, develops communication skills, thinking and imagination. It is concluded that the use of these interactive technologies in the teaching of English is the effective factor in improving the quality of pro-fessional and communicative training of the future teachers of foreign languages in institutions of higher and general secondary education of Ukraine, ensuring their competitiveness in the European educational space.

scholarly journals ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ ФАХІВЦІВ ВИДАВНИЦТВА І ПОЛІГРАФІЇ

2017 ◽  
Vol 62 (6) ◽  
pp. 58
Author(s):  
Svitlana M. Loboda ◽  
Svitlana M. Denisenko
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Institution ◽  
Communication Technologies ◽  
Electronic Resource ◽  
Interactive Technologies ◽  
Information And Communication ◽  
Modern Information

In the article it is substantiated the importance of using modern information and communication, in particular interactive technologies, in the process of professional training in higher education, as well as described in detail the specifics of such interactive educational technology as case-study. The authors have determined the educational objectives of case technology, outlined skills, the development of which it contributes, presented the types of cases and their features; described the structure and foundations of case creation. The peculiarities of case-study realization in the basis of information and communication technologies and using in the process of professional training of future specialists of publishing and polygraphy at a higher educational institution during the teaching of the discipline «Fundamentals of technical aesthetics and design» are determined, as well as described the author's electronic resource with methodical instructions on the use of case-situations. Also, the authors describe the peculiarities of the training of case studies, based on the specifics of the discipline.

Comparative analysis of western and domestic practice of interactive method application in teaching social and political disciplines at the universities

2014 ◽  
Vol 4 (1) ◽  
pp. 51-56
Author(s):  
Halyna Hladka
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Social Science ◽  
Positive Influence ◽  
Interactive Methods ◽  
Pedagogical Practice ◽  
Interactive Technologies ◽  
Science Courses ◽  
Main Tendency ◽  
Domestic Practice

ABSTRACT The comparative analysis of western and domestic practice of introducing active and interactive methods of studies in the process of teaching social science disciplines has been carried out. Features, realities, prospects and limitations in application of interactive methods of teaching in the process of implementing social-political science courses at Institutes of higher education have been analyzed in western and domestic pedagogical practice. Comparison of western and domestic pedagogical practice in a greater degree demonstrates the presence of numerous failings in the domestic system of education. These failings demonstrate obvious impossibility to inculcate interactive methods on the basis of western standards. However through these negative aspects it is possible to notice structural lines peculiar to domestic Institutes of higher education. At all negative loading these limitations in domestic educational realities at the nearest consideration have positive influence. Measures on optimization of introducing interactive technologies at domestic Institutes of higher education have been offered. Today interactive methods are «difficult» both for realization by a domestic teacher and for the perception by a modern student. The main point of the research is the refusal from traditional subject-object forms of lessons and transition to common work of a teacher and a student as the main tendency of developing methods of teaching social and political disciplines at the universities

scholarly journals Using Interactive Technologies in Teaching an Online Information Systems Course

10.28945/2976 ◽  
2006 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Learning Styles ◽  
Blended Learning ◽  
Significant Role ◽  
Learning Experience ◽  
Online Information ◽  
Interactive Technologies ◽  
Face To Face ◽  
Delivery Models

eLearning has profoundly changed many aspects of society and, inevitably, it is having a significant impact on Higher Education, where it has now evolved from a marginal form of education to a commonly accepted alternative to traditional face-to-face education. The term can cover different delivery models ranging from courses that are delivered fully online (no face-to-face meetings) to courses that provide some face-to-face interaction and some online provision (sometimes called blended learning). Within this continuum interactive technologies can play a significant role in engaging the learner and providing a rich learning experience. This paper examines how different interactive technologies can be used to enrich the learning experiences of students with different learning styles. The theory is related to the teaching of Information Systems in a postgraduate MSc Management of eBusiness course that uses a range of interactive technologies.

scholarly journals USING INTERACTIVE TECHNOLOGIES IN DEVELOPING A CULTURE OF COOPERATION AMONG STUDENTS OF NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 16 (37) ◽  
pp. 224
Author(s):  
Avgustina Vasilievna Ivanova ◽  
Lena Anatolievna Grigorieva ◽  
Oksana Nikolaevna Ivanova ◽  
Natalia Vitalievna Lysanova ◽  
Lyudmila Alekseevna Gavrilieva
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Interactive Technologies

Este estudo investigou os problemas relacionados com a cultura de cooperação entre estudantes de instituições de ensino superior não linguístico e o uso de tecnologias interactivas como solução para estes problemas. A relevância da pesquisa reside na iluminação das contradições entre a necessidade de construir ambientes de comunicação que correspondam à transformação e modernização da educação russa na Federação Russa, a insuficiente elaboração teórica desta questão, as novas exigências no campo da educação [Lei Federal sobre Educação na Federação Russa a partir de 29 de dezembro de 2012, No. 273-FZ (conforme estipulado numa emenda em 29 de dezembro de 2017), a Doutrina Nacional de Educação da Federação Russa até 2025, a Norma Federal Estadual de Educação Superior], e a preparação inadequada dos estudantes para serem sujeitos do seu desenvolvimento em contextos educacionais inovadores. Esta pesquisa teve como objetivo justificar teoricamente o desenvolvimento de uma cultura cooperativa entre estudantes que utilizam tecnologias interativas. Seus fundamentos metodológicos foram as disposições e os princípios de abordagens orientadas para a personalidade, baseadas na competência e os fundamentos da competência intercultural. O significado teórico do estudo reflete-se por (1) sua integração de tecnologias pedagógicas a partir do cultivo de situações educacionais desejadas e da implementação de tecnologias educacionais em colaboração com inovações interativas e por (2) a transição da educação informativa e explicativa para a adoção inovadora e eficaz de tecnologias interativas no processo educacional, o que envolve também orientações de desenvolvimento e pessoais. O significado prático da pesquisa reside no seu desenvolvimento e organização de trabalhos experimentais sobre a evolução da cultura cooperativa acima mencionada. Na experiência, foram modificadas e testadas tecnologias pedagógicas interativas para o ensino do inglês, tais como métodos de caso, abordagens de projetos, jogos de papéis, jogos de negócios e debates. Foram formuladas as formas pelas quais estas tecnologias podem ser utilizadas eficazmente nas instituições de ensino superior, permitindo assim aos estudantes cultivar competên

scholarly journals TRAINING. THEORY AND METHODOLOGY OF THE USE OF TRAINING FORMS

2019 ◽  
pp. 3-7
Author(s):  
Bezlyudniy Oleksandr ◽  
Komar Olga ◽  
Komar Oleh
Keyword(s):  
Higher Education ◽  
Social Competence ◽  
Interpersonal Communication ◽  
Personality Psychology ◽  
Interactive Technologies ◽  
Communication Development ◽  
Developing Knowledge

The article deals with the use of training forms while teaching students by means of interactive technologies. Every graduate of pedagogical educational establishments, who has certain knowledge of general, age psychology and personality psychology, should be familiar with training as a form of class conduction. It is desirable to conduct classes in the form of training at higher education establishments, since it is a means of influence aimed at developing knowledge, social competence, skills and experience in the sphere of interpersonal communication; development of communicational competence, which is a factor of proficiency.

Does pressing a button make it easier to pass an exam? Evaluating the effectiveness of interactive technologies in higher education

2015 ◽  
Vol 47 (4) ◽  
pp. 710-720 ◽  
Author(s):  
Jose I. Castillo-Manzano ◽  
Mercedes Castro-Nuño ◽  
María Teresa Sanz Díaz ◽  
Rocio Yñiguez
Keyword(s):  
Higher Education ◽  
Interactive Technologies
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