E-Learning and K-12

2011 ◽  
pp. 737-742 ◽  
Author(s):  
Lynne Schrum
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Postal Service ◽  
Post Secondary ◽  
Electronic Networks ◽  
Post Secondary Institution ◽  
Long Time ◽  
E Learning ◽  
Traditional Institutions ◽  
K 12

Distance education has been around since a reliable postal service, and has long been viewed as a way in which to offer lifelong learning to those who are geographically separated from traditional institutions, have obligations that limit their ability to attend regular courses, or prefer to learn in new ways. Interest in online or e-learning has grown enormously since 1990, and currently, almost every post-secondary institution offers courses using information technologies. More importantly, while traditional distance learning courses have been offered to the K-12 population as enrichment activities for a long time, the growth in online K-12 offerings has more than paralleled that in the post-secondary environment. Post-secondary and K-12 institutions have shared the challenge of creating a balance between the need for intense and personal interaction with the reality of limited financial and other resources, and have also shared a dependence on electronic networks and groupware (Mangan, 1999; Schrum, 1998).

scholarly journals Modeling of an interactive distance learning platform by means of modern information technologies

2021 ◽  
Vol 273 ◽  
pp. 12006
Author(s):  
Tatiana Grober ◽  
Oleg Grober
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Optimal Number ◽  
Interactive Simulation ◽  
Software Environment ◽  
Learning Platform ◽  
Cluster Data ◽  
Long Time ◽  
Science And Education ◽  
Main Input

According to the requirements of the Ministry of Science and Education, teachers of various qualifications are required to regularly improve their professional skills. Using the distance learning platform allows you to automate the learning process, starting with the paperwork, ending with the final testing and obtaining a diploma. The problem is that during the course of training, you have to wait a long time for a response from a consultant on the subject or on the course support. The study of this problem was carried out on the basis of the existing database of the company "InfoTeacher". To determine the most promising courses, we used cluster data analysis using the R software environment. At the beginning, we calculated the optimal number of clusters according to the criterion of rocky scree, and then continued the cluster analysis using the k-means method. Thus, the main input parameters for building an interactive simulation model were identified. This model is a queuing system and was implemented in the GPSS World programming language. The parameters of the model were selected so that it was effective: to minimize the queues for consultation with the curator, while the curators should be loaded by at least 50%.

INNOVATIVE TECHNOLOGIES IN EDUCATION: TEACHER AS THE MAIN SUBJECT OF EDUCATIONAL PROCESS IN THE AGE OF DIGITAL TRANSFORMATION

2021 ◽  
Vol 1 (2) ◽  
pp. 6-14
Author(s):  
N. I. Ilinskaya ◽  
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Main Subject ◽  
Special Significance ◽  
Innovative Technologies ◽  
E Learning ◽  
Educational Paradigm ◽  
One Year

The article deals with the issues related to innovative technologies in the educational sphere, which acquire special significance and meaning in the situation of pandemic. It is mainly within this problem that the changes in the educational paradigm currently taking place are being understood. To a large extent, these transformations are linked with the introduction of information technologies into the educational process and the transfer of learning to online educational platforms. The author shows how, in one year of the pandemic, distance learning, which had been discussed for at least two decades, has become a tool indispensable for many educational tasks. Doing so without e-learning has become either problematic or impossible. Distance learning can be considered innovative due to its reliance on educational technologies that have not yet been fully tested, but are widely used by necessity. However, the real subject of innovation and educational process is the teacher. The purpose of the article is to analyze modern educational technologies and identify their innovative component.

scholarly journals ТЕХНОЛОГІЇ ЗАХИСТУ ДАНИХ У СИСТЕМІ ПІДТРИМКИ ДИСТАНЦІЙНОГО НАВЧАННЯ

2015 ◽  
Vol 47 (3) ◽  
pp. 150
Author(s):  
Inna V. Herasymenko
Keyword(s):  
Distance Learning ◽  
Data Protection ◽  
Systems Analysis ◽  
Information Technologies ◽  
Support Systems ◽  
Ip Address ◽  
E Learning ◽  
Copy Protection

This article focuses on data protection in the support systems of distance learning. Different security tools such as hardware, software, transformation security and organizational protection are considered. There are analyzed key places that require protection and suggested possible options for their protection, such as the use of CAPTCHA for registration, protection for the IP-address and service of copy protection. Testing of the proposed security tools was piloted in terms of e-learning course "Information Technologies of Systems Analysis".

scholarly journals uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings

2018 ◽  
Vol 9 ◽  
pp. 51-75
Author(s):  
Jessica Durepos
Keyword(s):  
Undergraduate Students ◽  
French Immersion ◽  
Student Experiences ◽  
Language And Culture ◽  
Post Secondary ◽  
Immersion Education ◽  
Post Secondary Institution ◽  
Premier Cycle ◽  
Il Y A ◽  
K 12

An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990) towards Francophone language and culture. This study reports on the experiences of three first-year undergraduate students of the Régime d'immersion en français in regards to their linguistic identities. Do they consider themselves as Bilingual, Multilingual, Francophone, Francophile, Anglophone, or Other? Moreover, do their Francophone peers legitimize or challenge these self-ascribed positionings? The study exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular. Résumé Un domaine de recherche important, mais encore relativement sous-étudié pour la recherche en immersion concerne la recherche sur l'immersion universitaire. Encore plus, il y a peu de recherche qui étudie les expériences de ces étudiants en immersion universitaire. Les participants de cette étude de cas se retrouvent dans une période turbulente de leur vie, alors qu'ils passent du système d'enseignement en immersion de la maternelle à la 12e année à un établissement d'enseignement postsecondaire bilingue. Durant cette transition, l'étude examine comment les étudiants du Régime d'immersion en français de l'Université d'Ottawa se positionnent et sont positionnés (Davies et Harré, 1990) vers la langue et la culture francophones. Cette étude met le point de mire sur les expériences d'apprentissage de trois étudiantes de première année du premier cycle du Régime d'immersion en français avec accent particulier sur leur identité linguistique. Se considèrent-elles comme bilingues, multilingues, francophones, francophiles, anglophones ou autres? De plus, leurs pairs francophones légitiment-ils ou contestent-ils ces positionnements autoproclamés? L'étude expose les facteurs qui ont influencé le positionnement linguistique des participantes et explore ces facteurs qui ont particulièrement influencé leurs identités linguistiques.

scholarly journals Educational Organization’s Security Level Estimation Model

2021 ◽  
Vol 11 (17) ◽  
pp. 8061
Author(s):  
Simona Ramanauskaitė ◽  
Neringa Urbonaitė ◽  
Šarūnas Grigaliūnas ◽  
Saulius Preidys ◽  
Vaidotas Trinkūnas ◽  
...  
Keyword(s):  
Distance Learning ◽  
Information Security ◽  
Information Technologies ◽  
Quantitative Estimation ◽  
Evaluation Model ◽  
Security Level ◽  
Educational Organizations ◽  
Estimation Model ◽  
Security Incident ◽  
E Learning

During the pandemic, distance learning gained its necessity. Most schools and universities were forced to use e-learning tools. The fast transition to distance learning increased the digitalization of the educational system and influenced the increase of security incident numbers as there was no time to estimate the security level change by incorporating new e-learning systems. Notably, preparation for distance learning was accompanied by several limitations: lack of time, lack of resources to manage the information technologies and systems, lack of knowledge on information security management, and security level modeling. In this paper, we propose a security level estimation model for educational organizations. This model takes into account distance learning specifics and allows quantitative estimation of an organization’s security level. It is based on 49 criteria values, structured into an AHP (Analytic Hierarchy Process) tree, and arranged to final security level metric by incorporating experts’ opinion-based criteria importance coefficients. The research proposed a criteria tree and obtained experts’ opinions lead to educational organization security level evaluation model, resulting in one quantitative metric. It can be used to model different situations and find the better alternative in case of security level, without external security experts usage. Use case analysis results and their similarity to security experts’ evaluation are presented in this paper as validation of the proposed model. It confirms the model meets experts-based information security level ranking, therefore, can be used for simpler security modeling in educational organizations.

scholarly journals Legal basis for the use of educational technologies in the knowledge information space formation

2020 ◽  
Vol 210 ◽  
pp. 18005
Author(s):  
Marina Alekseeva ◽  
Inna Podroykina ◽  
Yulia Isakova
Keyword(s):  
Distance Learning ◽  
Scientific Knowledge ◽  
Information Technologies ◽  
Emergency Situation ◽  
Legal Framework ◽  
Educational Process ◽  
Information Space ◽  
Educational Technologies ◽  
Educational Institutions ◽  
E Learning

The aim of the study is to analyze the legal framework for the use and development of various educational technologies, including distance learning, e-learning, in the implementation of educational programs as measures for the formation of the information space of knowledge. The research methodology, based on objective facts and a logical-analytical tool of scientific knowledge, made it possible to understand the ways of obtaining new scientific knowledge, predetermined the main directions of research, ensured the comprehensiveness of obtaining information, and made it possible to systematize the knowledge gained. The article analyzes the legal framework governing the field of education. It was found that despite the development of information technologies, including in the field of education, there is no single developed terminological apparatus that would allow participants in the educational process to understand the content of such concepts as “learning and education in distance and electronic forms”, as well as to distinguish between They noted that the amendments made in 2020 to the Law on Education, caused by the emergency situation related to the spread of the new coronavirus infection and the transition of educational institutions to distance learning, did not solve the indicated problem.

scholarly journals ONLINE-SERVICES AND INFORMATION TECHNOLOGIES IN DISTANCE LEARNING

2018 ◽  
pp. 66-71
Author(s):  
U. A. Vishniakou ◽  
A. P. Kovalev
Keyword(s):  
Distance Learning ◽  
Web Services ◽  
Information Technologies ◽  
Enterprise Application Integration ◽  
Knowledge Processing ◽  
Online Services ◽  
Enterprise Application ◽  
E Learning ◽  
Two Stages ◽  
Distance Courses

The article deals with the analysis of distance learning (DL) methods, approaches, technologies, tools, the use as known online services so and developing the new ones. The terminology in area of DL is discussed and differences between correspondence course and DL are done. The development tendencies of distance learning are analyzed. Their technical and organization components are done. The course programs for DL are realizing by software which functions are shown. The typical lines of DL, their advances and lacks are conceded. As DL advances are self activity, individuality, independence and so on. As DL lacks are insufficiently individual, psychological, practical aspects, writing forms of DL and so on.Technologies and organization of DL including IT are discussed. The tutor activity is divided on two stages: decision of methodological, organizational problems and realization of distance courses. The various kind of online services in DL such as chats, web, TV, video conferences multimedia, robot learning, web-services are shown. Such IT for DL as CD, net, TV, satellite, cloud are discussed.The models of integration decisions for DL development such as Remote Procedure Calls (RPS), Enterprise Application Integration (EAL), Web-Services (WS), Enterprise Service Bus (ESB) are proposed. The content of e-learning online services including intellectual technologies and cloud computing are done. As new one integration method for DL is Semantic Web and Web-service (SWWS) with knowledge representation support on ontology base and knowledge processing on agents support are representation.

scholarly journals Organization of distance learning in a penitentiary institution: problems, methods and technologies

2021 ◽  
Vol 227 (4) ◽  
pp. 50-55
Author(s):  
STANISLAV I. KUZMIN ◽  
◽  
ANNA A. SIVOVA ◽  
Keyword(s):  
Distance Learning ◽  
Key Words ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Communication Technologies ◽  
Factors Influencing ◽  
Information And Communication ◽  
E Learning

Abstract. The article discusses the issue of the possibility of using information and communication technologies in the process of training persons remanded in custody. In this area, special attention should be paid to the study of the availability of higher-level education in a penitentiary institution, the assessment of information technologies potential for supporting the education of the category of persons in question. The author establishes the factors influencing the consequences of the education of convicts in terms of committing repeated offenses and successful reintegration with society through employment after release. Key words: distance e-learning, education, convicts, penitentiary facility.

scholarly journals EFFECTS OF DISTANCE EDUCATION IN MONGOLIA DURING A PANDEMIC

PRIMO ASPECTU ◽  
2021 ◽  
pp. 60-68
Author(s):  
Vladislav I. TERENTYEV
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Attitude Change ◽  
International Studies ◽  
Negative Effects ◽  
System A ◽  
Long Time ◽  
E Learning ◽  
Online Format

The article examines the social effects of distance learning in Mongolia introduced in connection with the quarantine measures. The Mongolian education system was quite successfully transferred into an online format from the start. A positive factor in this regard was the unified system of textbooks operating throughout the country. Gradually, negative trends became noticeable - a decrease in quality of education. Special qualitative and quantitative international studies on this topic appeared in a remote format almost a year later. They testified the existence of colossal technical and intellectual inequalities and the dissatisfaction of most parents with the existing system. A large role in attitude change towards e-learning has played its lengthy duration. For University students, the prolonged distance learning has caused dissatisfaction in education quality which led them to demand lower tuition fees. The most negative effects of distance education in Mongolia includes a drop in the real quality of knowledge, formation of technical and intellectual inequality. Due to the implementation of distance learning for such a long time, Mongolia's educational system is in a serious downfall. The situation becomes is even more fragile as a result of its continuous reforms combined with prolonged distance learning according to some Mongolian researchers.

TECHNOLOGICAL CHARACTERISTICS OF THE E-LEARNING SYSTEMS DEVELOPMENT

2021 ◽  
Vol 2 (64) ◽  
pp. 84-88
Author(s):  
A. Lomanchenko ◽  
O. Khloponin ◽  
T. Derkach ◽  
T. Dmytrenko
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Learning Resources ◽  
User Characteristics ◽  
Modern Information Technology ◽  
New Information ◽  
E Learning ◽  
Abstract Level ◽  
Continuous Feedback ◽  
Electronic Education

Modern information technology can significantly increase the per sonalization of learning activities and provide continuous feedback between a teacher and a student, through the widespread implementation of distance learning. At the same time, in order to provide the required level of distance learning process, an impor tant task is to design new information systems that will allow teachers to use various forms of communication with students in learning activities.E-learning resources are investigated. The article describes and analyses the most popular web platforms for electronic education and determines Moodle system as the most functional one, but difficult for users who are unfamiliar with web technologies. Features of e-learning resources and the main requirements to their design and functionality are studied. The relevance and expediency of the use of information technologies in education are described in the paper and self-engineered information system of e-learning is suggested, its main functions and scenarios are determined and system on an abstract level is described. The main user characteristics are given and their connections with system usage cases are determined.

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