Distance Education in Turkey

2011 ◽  
pp. 671-675
Author(s):  
Petek Askar
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Postsecondary Education ◽  
Communication Technologies ◽  
Educational Process ◽  
School Level ◽  
National Education ◽  
Traditional Sense ◽  
Education In Turkey

Distance education is the educational process in which the instructor and learner are physically separated, and interaction between them is conducted through technology. Distance education is neither a recent nor a new phenomenon. It has a long tradition. However, the development and adoption of sophisticated communication technologies often creates that impression (McGorry, 2003). Distance education has a strong background in Turkey and is recognized as a method of learning for all levels of education except primary (years one to five). On the other hand, distance education has been centralized and controlled by the state. The Ministry of National Education (MONE) is responsible for all distance learning activities from kindergarten to the secondary level. The Higher Education Council is responsible for distance learning implementation in universities. Recent statistics show that the demand for postsecondary education in Turkey is rising. Admission to higher education is centralized and based on nationwide examinations administered by the Student Selection and Placement Centre every year. Every year, approximately 1.5 million students enter the examination and nearly 420,000 of these students are placed into a higher education program (including the Open Education Faculty, OEF). In fact, in the 2001 to 2002 education year, the number of students at the secondary school level reached 2.24 million. This shows that the demand for postsecondary education will rise in the near future. However, it is not possible to double the capacity of the universities in a traditional sense. Therefore, it is expected that distance education will be thought of as one of the solutions to redress the balance. However, awareness about distance education based on the Internet is limited.

scholarly journals Ensino Superior à Distância a Partir da Constituição Federal de 1988: Base Normativa do Ensino Híbrido

2020 ◽  
Vol 21 (1) ◽  
pp. 34-39
Author(s):  
Bernadete Lema Mazzafera ◽  
Danilo Del Arco
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Hybrid Education ◽  
National Education ◽  
Legal Norms ◽  
Brazilian Legislation ◽  
Federal Constitution ◽  
Rules Set

As regras para a educação brasileira estão na Carta Magna e na Lei de diretrizes e base da Educação Nacional (nº 9.394/96). A base legislativa que trata da modalidade de ensino a distância são os artigos 80 e 81 da lei 9.394/96. Estes artigos são regulamentados por decretos e portarias. A partir do exposto questiona-se como a legislação brasileira regulamenta o ensino híbrido? Este estudo tem como objetivo abordar a evolução do ensino superior à distância e compreender a legislação que possibilita o ensino híbrido. Para responder ao objetivo proposto realizou-se uma revisão da legislação nacional após a Constituição Federal de 1988 (CF/88) tendo como base a hierarquia das normas disposta no artigo 59 da CF/88. Segundo o texto constitucional há uma hierarquia entre as normas jurídicas brasileiras, a Constituição Federal é a norma ápice, que deve ser respeitada pelas Leis Ordinárias criadas sob sua vigência e, consequentemente, os decretos que regulamentarem as Leis Ordinárias devem estar em consonância com estas, assim como as portarias que esclarecem os decretos devem estar em conformidade com estes, pois, nesta ordem, todas as normas, de forma hierárquica, estarão de acordo com a Constituição Federal.  O Decreto que está em vigor regulamenta o artigo 80 da Lei 9.394/96 é o de nº 9.057/2017 e as últimas portarias publicadas pelo MEC sobre ensino a distância são a de nº 2.117 de 2019 e acrescenta-se a portaria nº 343 de 2020 (específica para os tempos de pandemia).   Palavras-chave: Ensino Superior. Legislação Brasileira. Educação a Distância.   Abstract The rules for Brazilian education are in the Carta Magna and in the Law of guidelines and basis of National Education (nº 9.394 / 96). The legislative basis that deals with the distance learning modality are articles 80 and 81 of law 9.394 / 96. These articles are regulated by decrees and ordinances. Based on the above, it is questioned how Brazilian legislation regulates  blended learning? This study aims to address the evolution of higher education at a distance and understand the legislation that makes blended learning possible. In order to respond to the proposed objective, a review of national legislation was carried out after the Federal Constitution of 1988 (CF / 88) based on the hierarchy of rules set out in article 59 of CF / 88. According to the constitutional text, there is a hierarchy among the Brazilian legal norms, the Federal Constitution is the apex norm, which must be respected by the Ordinary Laws created under its validity and, consequently, the decrees that regulate the Ordinary Laws must be in line with these, as well as the ordinances that clarify the decrees must be in conformity with them, because, in this order, all rules, hierarchically, will be in accordance with the Federal Constitution. The Decree that is in force regulating article 80 of Law 9.394 / 96 is No. 9.057 / 2017 and the latest ordinance published by the MEC on hybrid education is No. 2,117 of 2019 and No. 343 of 2020 (specific for pandemic times).   Keywords: Higher Education. Brazilian legislation. Distance Education.

scholarly journals Impact of professional self-improvement on the effectiveness of teachers in distance education

2021 ◽  
Vol 14 (33) ◽  
pp. e16159
Author(s):  
Marina Nikolaevna Vrazhnova ◽  
Mark Socratovich Anastasov ◽  
Galina Yurievna Nikiporets-Takigawa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Learning System ◽  
Survey Method ◽  
Successful Work ◽  
Before And After ◽  
Professional Self

Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’s activities, as well as the requirements and conditions for their successful work. Working online expands and renews the teacher’s role, makes them a mentor-consultant who coordinates the cognitive process, constantly improving their course and increasing creativity and qualifications in accordance with innovations. Based on empirical research using the survey method, the dynamics of teachers’ readiness to work online before and after passing the interdisciplinary course “Distance Education Technologies in the Educational Process of the University” were determined. Positive results in the formation of teachers’ readiness to work online after completing the course were obtained. The study concluded that the readiness of teachers to work remotely can be increased if the appropriate educational and methodological support is developed and implemented in higher education institutions, which will lead to an increase in the effectiveness of teachers’ work.

scholarly journals FEATURES OF DISTANCE LEARNING IN HIGHER EDUCATION IN THE CONVENTION OF THE COVID-19 PANDEMIC

2021 ◽  
Vol I (81) ◽  
pp. 129-144
Author(s):  
Konon Bagrii ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Educational Process ◽  
Educational Services ◽  
Technical Equipment ◽  
Higher Education System ◽  
Critical Situation ◽  
The World

Today, the system of higher education around the world continues to take measures to effectively organize educational activities in the context of the COVID-19 pandemic. All METHODS OF TEACHING AT HIGHER EDUCATIONAL ESTABLISHMENTS Issue I (81), 2021 131 countries of the world had to face unexpected difficulties in connection with the introduction of self-isolation. The higher education system was "on the front lines" with a large number of people. The closure of higher education institutions and the emergency transition to distance learning have led to obvious problems, mainly due to insufficient technical equipment, lack or poor preparation of both teachers and students to work in the new environment. These and other problems pose another challenge to the higher education system in a critical situation. At the same time, along with the obvious challenges and problems, the new format of distance learning provides a wide range of opportunities and prospects for change and improvement of educational systems, for which the critical situation creates forced conditions. The article substantiates the importance of effective distance learning in higher education in the context of the COVID-19 pandemic and outlines the main problems of the individual in the relationship "teacher-student" in quarantine. The current stage of informatization of society cannot be imagined without the introduction of information and communication technologies in all parts of the education system, educational institutions and government. These technologies are especially relevant in quarantine, as they allow you to implement distance learning. It is also important that distance education expands and renews the role of the teacher, makes him a mentor-consultant who should coordinate the cognitive process, constantly improve the courses he teaches, and increase creativity and skills in accordance with innovations and innovations. During distance education, there is also a positive impact on higher education: increasing their creative and intellectual potential through self-organization, the desire for knowledge, the use of modern information and telecommunications technologies, the ability to make responsible decisions. The analysis of the research devoted to distance educational process, has allowed to reveal its other basic features, in particular: orientation on independent cognitive activity; significant potential opportunities for distance learning to intensify educational and cognitive activities; the possibility of organizing open learning, expanding the audience of consumers of educational services; integration of world educational services; reduction, under certain conditions, of material costs for the organization and implementation of the learning process.

Distance Education in Turkey

2011 ◽  
pp. 635-640 ◽  
Author(s):  
Petek Askar
Keyword(s):  
Distance Education ◽  
Communication Technologies ◽  
Educational Process ◽  
Education In Turkey

Distance education is the educational process in which the instructor and learner are physically separated, and interaction between them is conducted through technology. Distance education is neither a recent nor a new phenomenon. It has a long tradition. However, the development and adoption of sophisticated communication technologies often creates that impression (McGorry, 2003).

scholarly journals Features of the Use of Distance Education in Quarantine Conditions in the Postmodern World

2021 ◽  
Vol 12 (4) ◽  
pp. 394-304
Author(s):  
Halyna Korzh ◽  
Oleksandr Zakharyash ◽  
Uliana Kushpit ◽  
Mariana Klym ◽  
Svitlana Voloshyn
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Educational Process ◽  
Full Time ◽  
Special Educational Needs ◽  
Intensive Training ◽  
Teachers And Students ◽  
Time Part ◽  
Process Work

Under the conditions of quarantine, distance learning turned out to be the only acceptable form of education, which corresponds to the current world norms of today's postmodern world space, because this type of organization of the educational process is included in the list of institutional forms along with full-time, part-time, network, and the like. Each institution of higher education, within the granted autonomy, has developed and implemented a system of measures for the technological and technical aspects of the implementation of the educational process under quarantine conditions. Along with the variety of forms of production of distance education, there are common problems and challenges for higher education institutions: the workload of both teachers and students has significantly increased; revealed the need for intensive training in the use of distance forms in the educational process; work intensified and it turned out to be obvious that specialized distance learning centers were functioning on the basis of higher educational institutions; Students with special educational needs require significant attention, both in terms of socio-psychological support and support in distance learning. The recommendations of the world community on the course of the educational process in the conditions of quarantine are considered. Most international organizations have implemented the statements and issued a set of recommendations for education systems that countries can use in making policy decisions and implementing specific action plans.

scholarly journals Distance education as a part of the educational process during the quarantine at universities

2021 ◽  
Vol 7 (3D) ◽  
pp. 655-668
Author(s):  
Elvira E. Samatova ◽  
Olha B. Nesterenko ◽  
Oleg A. Dvoryankin ◽  
Sergey M. Grigoriev ◽  
Irina V. Popovicheva
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Digital Tools ◽  
Kyrgyz Republic ◽  
Access To Information

The study aims to assess the effectiveness of the current distance learning process in the higher education institutions, to identify the types of distance learning, negative and positive aspects of its implementation, to describe the prospects and approaches to solving the problems of distance education at universities. The study was based on the analysis of the questionnaire survey of lecturers throughout Ukraine and the Kyrgyz Republic results, which were received in the period from March to April 2020. The novelty of the research conducted in the article was to find solutions to the emerging difficulties in the pedagogical staff of Ukraine and the Kyrgyz Republic during the first periods of the pandemic outbreak. The proposed methods can be used to achieve long-term practical results in providing support to higher education institutions, their leaders, lecturers and students in organizing distance learning, as well as to overcome barriers to lecturers' access to information on the usage of digital tools for distance learning.

scholarly journals Distance learning as an open educational system in the information society

2021 ◽  
Vol 7 (3) ◽  
pp. 330-337
Author(s):  
Yana Okopna ◽  
Kateryna Fadyeyeva ◽  
Svitlana Karpliuk ◽  
Anatolii Shevchuk ◽  
Halyna Kosarieva
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Information Society ◽  
Educational Process ◽  
Higher Education System ◽  
Management Approaches ◽  
The University ◽  
Distance Education System

The article studied the principles of distance education in the educational process and its use in distance learning in Ukrainian higher education institutions. The research was developed through an exploratory and empirical study. The results proved the effectiveness of introducing distance learning in the higher education system; as it helps in the formation of new management approaches in the distance education system. Based on the analysis, proposals were developed for the organization and improvement of distance education at the university.

scholarly journals Distance education during the pandemic: new challenges to Russian higher education

2020 ◽  
Vol 47 (5) ◽  
pp. 45-58
Author(s):  
Elena V. Grunt ◽  
◽  
Ekaterina A. Belyaeva ◽  
Lissitsa Sabina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Learning Experience ◽  
Educational Process ◽  
Digital Culture ◽  
Sociological Study ◽  
Russian Higher Education ◽  
The Face ◽  
New Challenges

COVID-19 was the catalyst for many processes that were actively developing in the previous period, including the further introduction of distance education in Russian higher educational institutions. Russian higher education has faced new challenges due to the total transition to distance learning in the face of the pandemic. In March–May 2020, a sociological study was conducted in a number of universities in Yekaterinburg, Chelyabinsk, Moscow. The research purpose was to identify the main challenges universities faced during the pandemic and the prospects for the further development of distance education in Russian higher education. The study used the qualitative and quantitative strategies: a questionnaire survey of students (N=500) from different fields of study (social, humanitarian, technical, economic ones) who received distance learning experience during the pandemic; in-depth interviews with teachers of Russian universities (N=20), frame analysis of students’ cases on their daily practices in online educational interaction (N=42). The study made it possible to identify the challenges faced by Russian higher education in the total transition to distance education in a pandemic: the need to adapt students and teachers to work online (80% of respondents’ answers); decline in the quality of education (62.7% of respondents’ answers); changing the role of a teacher in the educational process (68% of the respondents’ answers); digital divide in the digital culture of the younger and older generation of teachers (67% of respondents’ answers); etc. A number of contradictions were recorded in the further implementation of distance education in Russian higher education. Considering that the policy towards digitalization in Russia has now been declared a priority, higher education cannot remain aloof from technological progress. Besides, the further introduction of distance learning should take place with overcoming the challenges and contradictions faced by Russian higher education during the pandemic, while maintaining the national achievements of Russian higher education, acquired over its long history.

scholarly journals Theoretical and methodological principles of training of specialists in physical culture and sports using technologies of distance education»

2021 ◽  
pp. 112-117
Author(s):  
Y. Sergienko ◽  
R. Golovashchenko ◽  
V. Chaplygin ◽  
V. Gaevyy ◽  
V. Hulai
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Model ◽  
Learning Technologies ◽  
Educational Process ◽  
Physical Culture ◽  
Distance Learning Technologies ◽  
Methodological Principles

In connection with the reform of education in higher education institutions, the concept of distance education is being actively developed, which provides for the development of educational courses aimed at ensuring the accessibility, quality and efficiency of education. There are various ways to solve them, one of which is the informatization of education. In turn, informatization allows to effectively develop various modern pedagogical technologies. The article is devoted to the theoretical and methodological principles of the organization of the educational process in the conditions of higher education with the use of distance learning technologies. The article reveals the essence of the concept of "distance learning", describes the benefits of distance technology, analyzes the effectiveness of distance learning for university students. The concept of "blended learning", "distance learning", methodological approaches, a number of general didactic and methodological principles on which the process of learning in higher education is based when applying the distance learning model are analyzed and specified. The methods, forms of organization and tools used in blended learning are described, as well as the advantages of such a learning model are highlighted. A schematic representation of the structure of the methodical system of blended learning in the conditions of higher education is developed. The use of blended learning in higher education solves the problems of individualization, intensification and optimization of learning, is the most logical and natural evolution of the traditional model of learning.

scholarly journals Features of Distance Learning of Students of the Faculty of Physical Education in Conditions of Quarantine

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 84-97
Author(s):  
Liudmyla Tsybulko ◽  
◽  
Halyna Globa ◽  
◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Physical Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Educational Process ◽  
Traditional Teaching ◽  
Teaching Aids ◽  
Information And Communication

The article highlights the features of distance learning and considers the features of the organization of the educational process of students of the Faculty of Physical Education of the State Pedagogical University in quarantine.Quarantine measures impose certain restrictions on the full educational process in higher education institutions and beyond. The question arose: how to provide distance learning for students from different disciplines and physical education is no exception. Therefore, the departments of the Faculty of Physical Education faced the task of more thorough preparation for conducting practical classes, trainings. Students of the Faculty of Physical Education need a special form of education, which would not be inferior to the effectiveness of traditional educational activities adopted in higher education institutions. For sports departments, which provide training for specialists in a particular sport, there is another problem - not using the capabilities of the platform for distance learning. Sports departments work with students mainly in the mode of personal cooperation without providing a distance component of academic disciplines.The article is devoted to one of the current problems of modern education, the organization of distance learning with future specialists in physical education and sports. The article considers the development and current state of distance education in higher education institutions in the process of professional training of students majoring in "Physical Culture and Sports" and "Secondary Education (Physical Education)". The conditions of the educational process using distance technology Moodle. The main advantages of distance learning for students, teachers, as well as the possibility of integrating traditional and distance learning, which generates a new form of learning – blended. The article also presents the negative aspects of using the Moodle system for effective training of future professionals in these specialties.The introduction of distance learning in the teaching of sports and pedagogical disciplines should take place in two directions: in mastering the theoretical section of the curriculum in the discipline using both traditional teaching aids and ICT. When mastering the practical section, it is advisable to use video training, lessons, learning technical elements and motor skills.Modern scientific developments convincingly demonstrate the undeniable advantages of a rational combination of traditional teaching methods with information and communication technologies. The multifaceted problem of formation of research skills in teachers of physical education and sports by means of information and communication technologies is relevant today.Therefore, a modern high school teacher must be mobile, flexible, modern, able to adequately analyze and adapt to new situations and apply existing knowledge, skills and abilities with modern information technology.

Sign in / Sign up

Export Citation Format

Share Document