The need for a transition to a distance learning format: research results

2020 ◽  
pp. 194-209
Author(s):  
Marina V. Polevaya ◽  
Elena V. Kamneva ◽  
Sergey A. Polevoy ◽  
Margarita M. Simonova ◽  
Svetlana M. Buyanova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teachers And Students ◽  
Training Format

Relevance. The article discusses the problems of the transition of universities to a distance learning format. The transfer of universities to a remote format due to the spread of the COVID-19 virus allowed students to continue to receive training, which varied significantly due to technologies, the choice of which was determined by the current capabilities of educational institutions. The article analyzes the result of a study of the attitude and assessment of teachers and students organizing and conducting training outside the educational institution with the use of distance technologies. The purpose of the study is to identify the features of teaching and learning in a distance format in higher education during the spread of a new coronavirus infection. The objectives of the study are to identify factors that have influenced the quality of the implementation of educational programs in full in the electronic information and educational environment. The results of the study. A serious influence of the distance learning format on the quality of the teacher-student interaction was revealed (it has significantly decreased), which is undoubtedly one of the factors that reduce studentsʼ motivation to learn. For many respondents, distance learning and teaching was the first experience of a distance learning format, and therefore the attitude towards it is rather complicated. A significant scatter in the format of the classes, their completeness and content within the framework of distance learning, the low proportion of the teaching staff prepared for its implementation, and the generally low level of technical, methodological and legal support show that the majority of Russian universities are not ready to introduce distance learning. The transition to an online training format caused the majority of respondents discomfort and negative emotional experiences.

scholarly journals Psychological Features of Pedagogical Interaction in the “Teacher-Student” System

2021 ◽  
Vol 7 (3) ◽  
pp. 78-86
Author(s):  
Olga O. Hreilikh ◽  
Natalia O. Vydolob
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Qualitative Assessment ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teachers And Students ◽  
Higher Educational ◽  
Psychological Features

The relevance of the chosen topic is determined by the importance of interaction between teachers and students in modern higher education, as well as the need to cover the psychological features of such interaction from the point of view of developing a qualitative assessment of their role and place in the educational process of a higher educational institution. The purpose of the study is to formulate psychological aspects of “teacher-student” communication within the educational space to identify methods of its regulation. The leading approach of the research is a combination of theoretical analysis of the main aspects of pedagogical interaction between teachers and students in an educational institution taking into account the main functions and tasks of each of the groups under consideration and structural synthesis of the features of this type of interaction based on psychological factors of communication on the scale of a higher educational institution. The research considers issues related to the psychological features of pedagogical interaction between teachers and students in modern higher education. Qualitative indicators of communicative relations of subjects of the educational process, in particular teachers and students, are determined. The key psychological features of pedagogical interaction in the “teacherstudent” system are highlighted, including the development of trust in the authority of the teacher, taking into account students' individual factors in the process of studying subjects within the programme, maintaining a positive psychological climate in subject-subject relations. The necessity of developing a qualitative assessment of the level of communication between teachers and students as an objective factor for further assessment of the overall level of their pedagogical interaction effectiveness and the psychological characteristics of each of the groups under consideration is emphasised. The results and conclusions of the research are of practical value both for modern applicants for higher education and for representatives of the teaching staff of modern higher educational institutions concerned with the problems of building high-quality communication among each other, taking into account the individual characteristics and qualities of each group

scholarly journals A Deconstructive Approach to Class Meetings: Managing Conflict and Building Learning Communities

2013 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Maria Kecskemeti ◽  
Kathleen Kaveney ◽  
Sheridan Gray ◽  
Wendy Drewery
Keyword(s):  
Learning Communities ◽  
Narrative Therapy ◽  
Teaching And Learning ◽  
Community Building ◽  
Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Class Meetings ◽  
Zealand Secondary School

When the quality of teacher-student and student-student relationships is undermined by conflicts, classrooms can become unwelcoming environments that are not conducive to teaching and learning. Circle conversations are widely utilized in response to such conflicts as well as for academic and community-building purposes. In this article, we introduce a form of circle conversation, which we have termed deconstructive class meeting. We developed this specific meeting format in a New Zealand secondary school drawing on local, indigenous processes of community conversation, discourse theory and narrative therapy. The structure of our meeting is deliberately designed to support the simultaneous achievement of two, seemingly contradictory objectives: conflict resolution and community building. We argue that when teachers and students collaboratively examine the power of ideas or discourses of learning not only alternatives to problematic practices become available, but learning communities and relationships are strengthened also.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

scholarly journals The Main Problems of Distance Learning in Vocational Education in the Russian Federation

2021 ◽  
Vol 2021 (4) ◽  
pp. 277-286
Author(s):  
Oleg Danilov ◽  
Elena Korchak ◽  
Leonid Ershteyn ◽  
Natalia Yugova
Keyword(s):  
Distance Learning ◽  
Vocational Education ◽  
Teaching Methods ◽  
Internet Access ◽  
Educational Institutions ◽  
Personal Contact ◽  
Teaching Staff ◽  
Organizational Issues ◽  
The Russian Federation

The article deals with various organizational issues of distance learning in vocational education. The authors applied the theory of distance learning to vocational education in Russia. The research featured teachers of more than 40 educational institutions, who mentioned such problems as the lack of equipment, personal computers, software, and Internet access. Most respondents believed that the quality of vocational education deteriorated during distance learning mostly as a result of poor technical support. Another problem is the absence of personal contact between teaching staff and students. The authors analyzed the current situation and propose various means of improvement, e.g. asynchronous teaching methods.

scholarly journals DIGTYARI WEAVING PROFESSIONAL SCHOOL IN 1926-1929

2020 ◽  
pp. 5-20
Author(s):  
A. L Shcherban
Keyword(s):  
General Education ◽  
Raw Materials ◽  
Educational Institution ◽  
Research Work ◽  
Educational Process ◽  
Professional School ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Material Base

For the first time, the activity of the weaving vocational school in the village Digtyari (modern Chernihiv region) is analyzed. It was the leading educational institution of the middle level of vocational education of the Ukrainian SSR in the second half of the 1920s, in which the creators of traditional textiles studied. The students learned the skills of making carpets, embroidered shirts, and kerchiefs. On the basis of archival sources, the histories, educational process, composition of the teaching and student groups of the school during 1926-1929 are covered. Established in the fall of 1926, the institution was to train qualified master practitioners for the factory and handicraft arts industry, who had formed an artistic taste. The teaching staff initially consisted of local general education teachers and visiting instructors and teachers of special subjects (O. Reisfeld and M. Dyachenko). The institution was headed by uneducated communists Yu. Kozelev and S. Lutayenko. The students of the first set were mostly non-locals, orphans. But the second set already consisted mostly of children of local peasants and artisans. The school had a significant material base, which remained from the textile educational institutions that operated in Digtyary during the first quarter of the twentieth century. The main rooms were located on the right-wing of the main building of the palace complex of the Galagan estate. As a result of the study of the materials of the minutes of the meetings of the school council, the conflict situations that constantly arose between the managers and their supporters and visiting specialists and led to the departure of the latter from Digtyary were analyzed. The initial stage of the existence of the Digtyari weaving professional school, problems in relations between staff, and the originality of the contingent of the first set of students influenced the quality of their training. As it is clear from the available sources, during the first and the beginning of the second school year students worked both theoretically and practically, but due to lack of raw materials they could not produce a significant amount of full-fledged products. The school’s workshop worked on “factory” and, in part, “peasant” raw materials. At the end of the second year of study, students were already making work suitable for sale. The school operated in two directions. The visiting instructor, an experienced artist M. Dyachenko brought a new vision of teaching graphic literacy into the educational process. Weaving and embroidery instructors who either graduated from the textile schools previously existing in Digtyary (A. Reisfeld, V. Nikolskaya) or worked there for a long time (G. Tsybuleva) broadcast local traditions. During the years under study, about 100 students studying at the institution, and one graduation took place. Troubles in the personal relationship between teachers and school management and insufficient funding have affected the quality of education. But even in such conditions, students not only mastered special and general education subjects but also participated in exhibitions, made marketable products, engaged in research work. Curricula developed by M. Dyachenko and O. Reisfeld became a model for other craft educational institutions. And the textbook was written by O. Reisfeld - the first Ukrainian-language textbook on the technology of folk weaving. Keywords: Digtyari weaving professional school, Mykhaylo Dyachenko, Pryluky region.

Problems of the quality of Bachelor's degree training at the higher educational institution in the program track of "Vocal Art"

2021 ◽  
pp. 279-286
Author(s):  
Sergey Vladimirovich Sheremet
Keyword(s):  
Labor Market ◽  
Educational Institution ◽  
Educational Institutions ◽  
Federal State ◽  
Teaching Staff ◽  
Higher Educational Institutions ◽  
Higher Education System ◽  
Higher Educational ◽  
Vocal Art

The high level of development of culture and art in modern Russia requires appropriate training of employees for the theater and concert complex. Well-trained specialists will be able to find a job and employment. In the labor market in the field of art and culture, there is creative competition. Therefore, the training of bachelors at the higher educational institutions should be guided by the requirements of the labor market in this area, and the higher educational institutions should produce competitive specialists in creative professions. In the higher education system of modern Russia, the issue of improving the quality of teaching of special (major) disciplines, as well as all subjects included in the training program, is on the agenda of the department collectives. The program trajectory, which is set through the Federal State Educational Standards, is associated with a certain experiment in modeling competencies based on accepted professional standards. An important component is the position of the higher educational institution and the right to develop competencies based on the experience, profile of the university and the composition of the teaching staff. Higher educational institutions have certain academic freedoms and use their opportunities to achieve a higher quality of bachelor's and master's degree training. The article deals with various aspects of vocal pedagogy, the formation of the necessary professional and general cultural competencies, and individual work with students. Such problems are raised by teachers of creative higher educational institutions. We considered it possible to enter into the discussion and conduct a friendly polemic.

scholarly journals Monitoring the quality of e-learning implementation in educational institutions

2021 ◽  
Vol 107 ◽  
pp. 10003
Author(s):  
Valerii Habrusiev ◽  
Hryhoriy Tereshchuk ◽  
Ivan Tsidylo ◽  
Serhii Martyniuk ◽  
Olena Kulyanda
Keyword(s):  
Process Analysis ◽  
Educational Institution ◽  
Educational Process ◽  
Third Party ◽  
Educational Institutions ◽  
Advantages And Disadvantages ◽  
Monitoring Tools ◽  
Teachers And Students ◽  
E Learning

The article analyzes some aspects of quality control and efficiency of electronic educational and methodological complexes of educational disciplines usage in the educational process. Analysis of the implementation of e-learning and of user work allows to build a model of student’s work, identify the disadvantages of both organizational and technological plan and take timely steps to eliminate them. The solution to this problem should include a comprehensive approach to ensure an objective result. Google Analytics tools, Moodle Learning Management System (LMS) tools, the teacher’s surveys to monitor the quality of e-learning in an institution proves its efficiency and allows to see the full advantages and disadvantages of ongoing e-learning in an institution, plan and implement further development and improving e-learning. The analysis of the effectiveness of e-courses usage should be carried out in a comprehensive manner, using the monitoring tools of the educational process adopted in the educational institution. Such as surveys for teachers and students, analysis of success, etc. The specifics of e-learning, the Moodle LMS tools and third-party services for collecting statistics and analyzing user activity in the LMS should be taken into account.

scholarly journals Influence of the coronavirus pandemic on the financial mechanisms of Kazakhstani universities

2021 ◽  
pp. 224-230
Author(s):  
D. A. Ashirbekova ◽  
G. Zh. Nurmukhanova
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Remote Work ◽  
Higher Education System ◽  
Training Materials ◽  
Teachers And Students

This article examines the process of transition of the higher education system to distance learning in the context of the COVID-19 pandemic. Despite the uniform transition to distance learning, higher education institutions differ in the strategy of its organization. As a result, an analysis was made of the country's higher educational institutions and the measures they have taken to transfer teachers and students to online education. The analysis highlighted a number of challenges faced by higher education institutions during the transition to a new format of distance learning, including the lack of infrastructure and material and technical base, difficulties in adapting training materials to the new format, lack of staff qualifications and experience of remote work. Taking into account the above problems, the pandemic showed the need for additional budgetary funds for the development of a digital educational environment, professional development of the teaching staff, as well as for the creation of jobs at universities for students who lost their jobs during the crisis, which allowed them to pay for tuition and related costs. Thus, given all the abovementioned difficulties in the transition to distance learning, for the full functioning of higher education institutions and to prevent a potential increase in unemployment, an increase in costs is necessary. This article also discusses proposals on the need to make appropriate changes in management and financial models in the field of education.

scholarly journals The Perception of Slovak Students on Distance Online Learning in the Time of Coronavirus—A Preliminary Study

2021 ◽  
Vol 11 (2) ◽  
pp. 81
Author(s):  
Petra Poláková ◽  
Blanka Klímová
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Vocational School ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Educational Approach ◽  
Face To Face ◽  
Teachers And Students

Teaching and learning at educational institutions in Slovakia has been based on traditional education, consisting of face-to-face classes until it was disrupted by the spread of the Coronavirus disease. A sudden lockdown caused massive changes, which presented challenges not only for teachers, but also for students who were forced to adapt their learning in a very short time, without any previous preparation. Since various educational institutions were forced to remain closed, they had no option but to shift from a traditional educational approach to distance learning. This form of education requires a form of online learning. The main purpose of this study was to explore what technical equipment students had at their disposal, to understand the students’ perception of distance learning, and to ensure better learning conditions in case of future lockdowns. In order to investigate student readiness for distance learning, a questionnaire survey was conducted at the Secondary Vocational School of Tourism and Gastronomy in Nitra, Slovakia. The findings of this study revealed that the majority of students from the Secondary Vocational School of Gastronomy and Tourism are ready for distance online learning. The results also indicate that a great percentage of students have Internet access and are the owners of technological devices that can be used for educational purposes. Furthermore, students are able to work individually on their own and do not require any help from other people while working on assignments. Although they prefer different teaching methods, the synchronous online courses are their priority because it enables them to have direct contact with their teachers and peers. Overall, this research shows that distance online learning is possible provided that both teachers and students are familiarised with this new learning environment and are ready to cooperate.

scholarly journals PENDAMPINGAN METODE PEMBELAJARAN JARAK JAUH (PPJ) DI ERA NEW NORMAL PADA SISWA TAMAN BACA MASYARAKAT (TBM) CARITA, BANTEN

2020 ◽  
Vol 6 (2) ◽  
pp. 157
Author(s):  
Muhammad Hapizd Kamaludin ◽  
Teuku Raehan Revikhasyah ◽  
Alwansyah Rifa’i ◽  
Fikri Sabillah ◽  
Tukfatul Anam ◽  
...  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Learning Activities ◽  
Educational Institutions ◽  
Learning Needs ◽  
Face To Face ◽  
Offline Learning ◽  
The Impact

The closure of all teaching and learning activities at educational institutions throughout Indonesia starting March 2020, to assist in efforts to contain the spread of the Covid-19 virus. Hundreds of thousands and even millions of students throughout Indonesia began to feel the impact of teaching and distance learning activities carried out online at their respective homes, many problems began to arise from mounting homework, incomprehensible assignments, psychologically shaken children because they were not put up with online learning, and parents who are busy working to buy their children online learning needs. Therefore, the opening of several community reading parks or TBM for short, if it can help a little bit the burden of parents and the burden of the students themselves, in doing the tasks given by the Educational Institution, with face-to-face offline learning methods.

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