Peculiarities of cadets’ professional competences establishment in the context of full-time and distance education

2020 ◽  
Author(s):  
L. V. Kuklina ◽  
◽  
E. A. Polyakova
Keyword(s):  
Distance Education ◽  
Professional Identity ◽  
Correctional Officers ◽  
Self Regulation ◽  
Learning Activities ◽  
Full Time ◽  
Formation Factor ◽  
Professional Competency ◽  
Self Evaluation

The article is devoted to the research of the issue of future correctional officers’ professional identity establishment. The comparison of self-evaluation of the level of cadets’ professional competences maturity has been carried out under conditions of traditional (full-time) and distance education. The role of the supraliminal self-regulation as a formation factor in learning activities of future penal servants’ professional competency is highlighted

scholarly journals The Role of Feedback in Intelligent Tutoring System

2013 ◽  
Vol 14 (1) ◽  
pp. 88-93 ◽  
Author(s):  
Jānis Dāboliņš ◽  
Jānis Grundspeņķis
Keyword(s):  
Information Technologies ◽  
System Analysis ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
Tutoring System ◽  
Web Technologies ◽  
Self Evaluation

Abstract Improvement of IT technologies, expansion of internet and popularization of web technologies have enabled technology enhanced learning introduction in adaption of general matters and acquaintance of specialized problems. It is necessary to integrate in ITS (Intelligent Tutoring System) analysis mechanisms and reactions to simulate or overcome natural tutoring environment achievements. In the development of learning systems it is necessary to take into account both individual needs and requirements, as well as the resources of information technologies. Feedback should be aligned, as much as possible, to the learner’s individuality, special needs, self-evaluation, self-explanation, self-regulation, etc.

scholarly journals Practical Usage of Multiple-Choice Questions as Part of Learning and Self-Evaluation

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Paula Kangasniemi
Keyword(s):  
Self Regulation ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Web Based ◽  
Self Evaluation ◽  
Teaching Objectives ◽  
Web Based Learning ◽  
Important Addition ◽  
Evaluation Feedback

The poster describes how the multiple-choice questions could be a part of learning, not only assessing. We often think of the role of questions only in order to test the student's skills. We have tested how questions could be a part of learning in our web-based course of information retrieval in Lapland University.In web-based learning there is a need for high-quality mediators. Mediators are learning promoters which trigger, support, and amplify learning. Mediators can be human mediators or tool mediators. The tool mediators are for example; tests, tutorials, guides and diaries. The multiple-choice questions can also be learning promoters which select, interpret and amplify objects for learning.What do you have to take into account when you are preparing multiple-choice questions as mediators? First you have to prioritize teaching objectives: what must be known and what should be known. According to our experience with contact learning, you can assess what the things are that students have problems with and need more guidance on.The most important addition to the questions is feedback during practice. The questions’ answers (wrong or right) are not important. The feedback on the answers are important to guide students on how to search. The questions promote students’ self-regulation and self-evaluation. Feedback can be verbal, a screenshot or a video. We have added a verbal feedback for every question and also some screenshots and eight videos in our web-based course.

scholarly journals PENERAPAN MODEL FLEX BLENDED LEARNING PADA SISTEM PENDIDIKAN JARAK JAUH

Perspektif ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 157-166
Author(s):  
Yuliani
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Education System ◽  
Digital Technology ◽  
Learning System ◽  
Learning Activities ◽  
Learning Design ◽  
Teachers And Students ◽  
Distance Education System

Abstrak Memasuki era 4.0, segala sektor dalam aktivitas kehidupan sudah mulai terdigitalisasi, begitupun yang terjadi dalam sektor pendidikan. Selain itu kondisi Pandemi COVID-19 mewajibkan aktivitas pembelajaran dilakukan di rumah. Hal tersebut tentunya menuntut peran teknologi digital untuk mendukung sistem pendidikan jarak jauh atau yang lebih dikenal PJJ. Namun dalam penerepan sistem pendidikan jarak jauh tentunya tidak mudah dan banyak hal yang menjadi kendala-kendala dalam sistem pembelajaran tersebut, hal ini disebabkan beberapa hal antara lain kesiapan guru dan siswa menghadapi proses pembelajaran yang berbeda dari sebelumnya dan juga model dari desain pembelajaran yang tentunya perlu di sesuaikan agar hasil dari pembelajaran dapat tetap maksimal. Tentunya banyak alternatif model pembelajaran dalam sistem pembelajaran jarak jauh, salah satu yang dapat diterapkan pada situasi saat ini ialah Model Flex blanded learning. Abstract Entering the 4.0 era, all sectors in life activities have begun to be digitized, as has happened in the education sector. In addition, the COVID-19 pandemic condition requires learning activities to be carried out at home. This of course demands the role of digital technology to support the distance education system or better known as PJJ. However, in implementing the distance education system, it is certainly not easy and many things become obstacles in the learning system, this is due to several things, including the readiness of teachers and students to face a different learning process than before and also the model of learning design which of course needs to be implemented. adjusted so that the results of learning can remain maximal. Of course, there are many alternative learning models in distance learning systems, one of which can be applied to the current situation is the Flex blended learning model.

scholarly journals Going the Distance: Towards a new professionalism for full-time distance education faculty at the University of the Philippines

2007 ◽  
Vol 8 (3) ◽  
Author(s):  
Patricia Arinto
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Professional Identity ◽  
The Philippines ◽  
Full Time ◽  
Education Faculty ◽  
Academic Identities ◽  
The Social ◽  
Time Distance ◽  
The University

Several constraints influence the formation of a professional identity by full-time distance education faculty at the University of the Philippines. One of these is the marginalisation of distance education (DE) in the academy as a consequence of DE’s identification with low status disciplines, as well as with developments in higher education that are undermining traditional academic identities. There are also constraints arising from the social organisation of distance education itself. The paper offers a (re)conceptualisation of academic professionalism for distance education faculty that is more responsive to the challenges that they face, and more empowering for themselves and the academic and other communities of which they are a part.

scholarly journals LA AUTORREGULACIÓN Y LA AUTOEVALUACIÓN COMO PARTE DE LA ESTRATEGIA DE APRENDIZAJE EN LOS CURSOS OBLIGATORIOS QUE OFRECE EL CENTRO DE CAPACITACIÓN EN EDUCACIÓN A DISTANCIA. SELF-REGULATION AND SELF-EVALUATION AS PART OF THE LEARNING STRATEGY IN THE CORE CO

2014 ◽  
Vol 5 (2) ◽  
pp. 68-102
Author(s):  
Daniela Ugalde-Hernández ◽  
Julia Pérez-Chaverri
Keyword(s):  
Distance Education ◽  
Learning Strategy ◽  
Online Courses ◽  
Self Regulation ◽  
Self Assessment ◽  
Student Centered ◽  
Self Evaluation ◽  
Educación A Distancia ◽  
Assessment Procedures ◽  
Assessment Strategies

Desde hace tres años el Centro de Capacitación en Educación a Distancia (CECED) empezó a implementar acciones dentro de los cursos que ofrece, con el fin de potenciar la autorregulación y la autoevaluación como estrategias que promuevan y evidencien la centralidad del estudiantado, tal como se menciona en el Modelo Pedagógico de la Universidad Estatal a Distancia (UNED).En ese sentido, esta ponencia pretende exponer la sistematización de la experiencia vivida en dos cursos ofertados en el I cuatrimestre de 2014 (Pedagogía Universitaria y Organización y Diseño de Cursos en Línea), en los cuales se han realizado ajustes metodológicos para promover procesos de aprendizaje a través de la autorregulación y la autoevaluación por parte de las personas participantes, de manera que estas personas, a su vez, puedan implementarlas en sus propios cursos o asignaturas. Dichos ajustes metodológicos se pueden evidenciar en diferentes componentes del curso y no solo en el instrumento de autoevaluación.Palabras clave: autorregulación, autoevaluación, estrategia de aprendizaje, cursos virtuales, modalidad a distancia AbstractThree years ago, the Distance Education Training Center (CECED) began to implement actions to improve self-regulation and self-assessment strategies on its courses and following the student centered orientation indicated in UNED´s Teaching Model.In that sense, this paper aims to describe the systematization of the experience of implementing self-regulation and self-assessment strategies on two courses offered in the first quarter of 2014. The courses Pedagogy for Distance Education and Organization and Design of Online Courses have been modified in terms of methodology, to promote learning processes by using self-regulation and self-assessment procedures. Also, course participants are encouraged to implement these strategies in the courses they teach. These strategies and the methodological adjustments will be evident in different course components of the training sessions not only in the self-assessment instrument.Keywords: self-regulation, self-assessment, learning strategy, online courses, distance mode. 

scholarly journals Improving Skills in Mechanism and Machine Science Using GIM Software

2021 ◽  
Vol 11 (17) ◽  
pp. 7850
Author(s):  
Erik Macho ◽  
Mónica Urízar ◽  
Víctor Petuya ◽  
Alfonso Hernández
Keyword(s):  
Mechanical Engineering ◽  
Basque Country ◽  
Learning Activities ◽  
Traditional Role ◽  
Theoretical Concepts ◽  
Self Evaluation ◽  
Virtual Laboratories ◽  
The University

The field of education has evolved significantly in recent years as it has incorporated new pedagogical methodologies. Many of these methodologies are designed to encourage students’ participation in the learning process. The traditional role of the student as a passive receiver of content is no longer considered valid. Teaching in mechanical engineering is no stranger to these changes either, where new learning activities have been designed to complement theory-heavy lectures. These activities take place in both physical and virtual laboratories. In case of the latter, the use of the GIM software (developed at the Department of Mechanical Engineering of the University of the Basque Country UPV/EHU, Spain) is a promising option. In this paper, features of the GIM that are most frequently used to support and exemplify the theoretical concepts taught in lectures are described using a case study. In addition, GIM is integrated into different learning activities to show its potential as a tool for learning and self-evaluation.

Sign in / Sign up

Export Citation Format

Share Document