scholarly journals THE IMPORTANCE OF ELECTRONIC EDUCATION METHODOLOGY

2021 ◽  
Vol 02 (06) ◽  
pp. 127-130
Author(s):  
Fotima Anarbaeva ◽  
Keyword(s):  
Traditional Education ◽  
Innovative Approach ◽  
Learning Methods ◽  
Internet Technologies ◽  
E Learning ◽  
Electronic Education

E-learning is based on the use of multimedia and Internet technologies to improve the quality and opportunities of education using an innovative approach to education. With this in mind, this article discusses the specifics of e-learning and traditional education, the research of foreign scholars on e-learning methods, the importance of e-learning methods and Sergeev S.F., Nabi Y.A., Ibraimov A.E. such as the research of scientists in the field of e-learning methodology.

About Certain Aspects of Implementation of Innovative Education Methods in University

2020 ◽  
Author(s):  
Л.В. Иванова
Keyword(s):  
Learning Methods ◽  
E Learning ◽  
Pros And Cons ◽  
Innovative Education

в статье рассматриваются вопросы развития электронного образования с применением современных технологических средств. Речь идет о применении различных инновационных методов обучения, их достоинствах и недостатках. the paper explores the development of e-learning methods and application of modern IT tools. It covers the use of various innovative education methods, their pros and cons.

Assessment of two e-learning methods teaching undergraduate students cephalometry in orthodontics

2015 ◽  
Vol 20 (1) ◽  
pp. 20-25 ◽  
Author(s):  
B. Ludwig ◽  
D. Bister ◽  
T. C. Schott ◽  
J. A. Lisson ◽  
J. Hourfar
Keyword(s):  
Undergraduate Students ◽  
Learning Methods ◽  
E Learning

scholarly journals E-Learning Financing Models in Russia for Sustainable Development

2020 ◽  
Vol 12 (11) ◽  
pp. 4412 ◽  
Author(s):  
Dayong Nie ◽  
Elena Panfilova ◽  
Vadim Samusenkov ◽  
Alexey Mikhaylov
Keyword(s):  
Sustainable Development ◽  
Traditional Education ◽  
Educational Process ◽  
Global Politics ◽  
Clear Understanding ◽  
Public And Private ◽  
Proposed Model ◽  
E Learning ◽  
New Vision ◽  
Russian Education

E-learning brings new dimensions to traditional education. This especially affects countries that, due to many factors, have historically been considered the “talent pool” for the world community. In this study, a model for financing e-education has been developed that is applicable to Russian realities. The model was built around the balance between demand (global politics, economics, and principles of sustainable development) and supply (sources of direct financing). As a result, a key challenge of improving the e-learning financing methodology and models, specifically the efficiency of government spending and private investing, demands the use of new approaches and mechanisms. To improve e-learning financing, a clear understanding of the applied purpose of public and private means is required. Responsibilities for the e-learning outcome of institutions that receive financing are linked to their status. An unclear understanding of these issues is more likely associated with the issue of transparency of financing than with inefficiency. The proposed model allows transforming the “standards” of financing both in the field of e-education and Russian education in general and presents a new vision of participants’ interaction in the educational process, taking into account a set of restrictions and market features.

scholarly journals Lecturers and E-lecturers in cross-border education in the context of the fourth industrial revolution

2020 ◽  
Vol 9 (1) ◽  
pp. 3-10
Author(s):  
Nguyen Duc Son
Keyword(s):  
Industry 4.0 ◽  
Industrial Revolution ◽  
Traditional Education ◽  
Cross Border ◽  
Quality Of Teaching ◽  
Learning Programs ◽  
E Learning ◽  
Education Culture ◽  
The Relationship

Nowadays, globalization has given birth to various forms of non-traditional education. These forms of education are transcending borders and traversing boundaries of space and time. The evolution of information technology in the context of Industry 4.0 has transformed education rapidly and, at the same time, resulted in new problems. This paper discusses the role, the importance and the relationship between lecturers (in universities) and e-lecturers (in the virtual reality environment) when implementing cross-border education. In addition, the article also mentions the changes of universities, lecturers, curriculums and teaching methods when deploying distance e-learning programs in Industry 4.0. The article uses conceptual model, diagrams and interdisciplinary methods such as education, culture, science and technology to investigate e-lecturers’ concept and provide solutions for improving the capacity of lecturers and the quality of teaching cross-border training programs in universities.

scholarly journals Features of the daily time budget of students of universities in Vladivostok during the COVID-19 pandemic

2021 ◽  
Author(s):  
OP Gritsina ◽  
AK Yatsenko ◽  
LV Trankovskaya ◽  
GA Tarasenko ◽  
SD Istomin
Keyword(s):  
Time Budget ◽  
Traditional Education ◽  
Educational Process ◽  
Educational Activity ◽  
Distance Learners ◽  
Full Time ◽  
E Learning ◽  
Coronavirus Infection ◽  
Continuous Work ◽  
Daily Time

In 2020, due to the spread of a new coronavirus infection, the education system underwent significant changes, which were of an urgent nature, which could not but affect the lifestyle, as well as the health of students. The results of a study on the hygienic assessment of the peculiarities of the daily budget of time of Vladivostok students in the context of the COVID-19 pandemic are presented. By the method of questioning, the study of the mode of educational activity, sleep, physical activity, nutrition was carried out in 634 students of 1–4 courses at the age of 18–24 years. It was found that the respondents' favorite e-learning tool was a smartphone, and for 5.84 ± 0.93% of the respondents, it was the only subject of communication. It was determined that distance learners significantly more often exceeded the hygienic recommendations for the duration of continuous work with a computer / laptop, in comparison with students in traditional education (39.39 ± 2.21% versus 28.47 ± 3.76% χ2 = 5, 69, p = 0.018), and also significantly more often exceeded the time schedule for night sleep at 7–8 hours (15.92 ± 1.65% versus 6.94 ± 2.12%, χ2 = 7.49, p = 0.007) ... It was determined that among students who were online there were significantly fewer people eating once (9.8 ± 1.34% versus 24.31 ± 3.57%, χ2 = 20.59, p < 0.001) and shortly before sleep (52.24 ± 2.26% versus 64.58 ± 3.99%, χ2 = 6.85, p = 0.009). It was found that distance learners significantly more often walked than those who attended full-time classes (56.73 ± 2.24% versus 29.86 ± 3.81%, χ2 = 8.32, p = 0.004). So, distance education made it possible not to interrupt the educational process, however, the method of education was accompanied by a change in the usual regimes and the redistribution of time costs.

scholarly journals New Ways to Learn Geography – Challenges of the 21st Century

2018 ◽  
Vol 37 (1) ◽  
pp. 37-45
Author(s):  
Iwona Markuszewska ◽  
Minna Tanskanen ◽  
Josep Vila Subirós
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Instructional Methods ◽  
Learning By Doing ◽  
Innovative Approach ◽  
International Project ◽  
Learning Methods ◽  
Approach To Learning ◽  
Erasmus Programme ◽  
Teaching Learning

Abstract The aim of the article is to get a closer overview of the non-instructional methods of the teaching-learning process of geography. To achieve this goal, the results of the international project Borderland: Border Landscapes Across Europe (undertaken in 2012 and 2013, within the framework of LLP-Erasmus Programme) was presented. Special attention was paid on the innovative approach to learning methods, namely learning by doing (LBD) that was experienced in a multinational environment during the project’s implementation.

scholarly journals Corporate Training of Yakutia Teachers to Apply Methods of E-Learning

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Maxim Anatolyevich Sorochinsky ◽  
Elizaveta Afanasevna Barakhsanova ◽  
Elena Zotikovna Vlasova ◽  
Mikhail Semenovich Prokopyev ◽  
Arkady Eduardovich Burnashev
Keyword(s):  
New Technologies ◽  
High Tech ◽  
Traditional Learning ◽  
Practical Implementation ◽  
Sociological Study ◽  
Learning Methods ◽  
Educational Activities ◽  
The North ◽  
E Learning ◽  
The University

Teacher training can assist in initiating digital changes in education. However, to achieve this, the training should use leading examples from the field of digital education solutions and technologies, while university and school educators should be trained to apply them in their work and to create high-tech educational startups in the field of e-learning. The goal of this study was to increase the professional competencies of teachers by conducting a corporate course that would prepare the teachers of the university in Yakutia to apply e-learning methods. The article demonstrates that the introduction of e-learning at the university is an important comprehensive process that implies transformation of all education components under the influence of modern technologies. Its practical implementation requires changing the goals, organizational forms, and technologies of educational activities in line with new technologies as well as the development of productive strategies for integrating the created innovations into the traditional learning process. For this purpose, the authors conducted a sociological study that helped identify the main problems associated with this type of training (for example, developing a course is time-consuming and a lack of required skills to develop courses). Based on the obtained data, the authors proposed a corporate course for university teachers on the creation of educational content for e-learning. It was shown that when applying new types of educational activities, teachers should combine traditional and new technologies, which contributes to the innovative training of teachers to meet the requirements of the digital society. This study focused on practical issues, since the research results were implemented in the work of the North-Eastern Federal University (NEFU), the base of the research. The results can be used when training teachers to apply e-learning methods in other educational institutions.

IS ONLINE LEARNING A BETTER ALTERNATIVE TO TRADITIONAL TEACHING FOR MEDICAL STUDENTS - A STUDY IN LIGHT OF COVID-19 PANDEMIC

2021 ◽  
pp. 11-12
Author(s):  
Arijit Majumdar ◽  
Soumali Biswas ◽  
Tanushree Mondal
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Traditional Teaching ◽  
Classroom Learning ◽  
Learning Methods ◽  
Cross Sectional ◽  
E Learning ◽  
Teaching Learning

Aim And Objective: The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. In India, responses to the COVID-19 pandemic in medical education resulted in closures of medical colleges and adoption of online teaching-learning methods, which is challenging for both faculty and students. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. The objective of the study was to nd out the perceptions of students regarding E-learning during lockdown period of COVID-19 pandemic. Methods: A descriptive cross sectional study was conducted at IPGME & R Kolkata. A sample size of 600 was calculated. MBBS students of all levels participated in this study. A Google questionnaire was developed and was validated by Medical education unit of the college. The Google questionnaire was mailed to the students. The data was transferred to excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching Results: Total 600responses were received. 340 (56.7%) males and 260(43.3%) females participated in the study. 41.7% students use mobile phones as their gadgets for E- learning and 33.3% use laptops followed by desktop (16.7%) and tablet (8.3%) Overall only 10 % students preferred to use only E- learning. 50% students preferred classical didactic learning. And 40% preferred a combination of classical ofine and E - learning as useful method of learning. Conclusions: Students did not prefer E- learning over classroom learning. They admit the usefulness of E -learning. But, classroom learning with rational use of E -learning is preferred by the students.

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