FEATURES OF DISTANCE LEARNING OF FIRST AID: DATA OF ANONYMOUS SURVEY OF FIRST-YEAR STUDENTS

2020 ◽  
pp. 64-65
Author(s):  
A. V. Sapotnitsky ◽  
E. N. Zhuyko ◽  
N. V. Mironchik
Keyword(s):  
Distance Learning ◽  
First Aid ◽  
First Year ◽  
First Year Students

scholarly journals Involving Students in the Instructional Design Process to Improve Their Satisfaction with Their Learning in the COVID-19 Era

2021 ◽  
Vol 11 (9) ◽  
pp. 410-415
Author(s):  
Ryane Imane ◽  
Keyword(s):  
Distance Learning ◽  
Design Process ◽  
Engineering Students ◽  
School Closure ◽  
First Year ◽  
New Paradigm ◽  
First Year Students ◽  
Instructional Design Process ◽  
Almost All ◽  
Students Satisfaction

Like most university students worldwide, the engineering students at the School of Information Sciences (ESI) have to deal with their school closure and the new paradigm of distance learning. Despite efforts made by the administration and the teachers to accompany students, an internal survey conducted by the end of October 2021 revealed that almost all students, especially first-year ones, did not accept distance learning. This paper describes our experience to improve students’ satisfaction with distance learning by involving them in their courses’ design process. Four courses were concerned by the experience and were designed following the ADDIE method. Last-year students participated in the ADDIE analysis step, while the first-year students participated in the last step by evaluating the co-created courses. Courses were co-created with students as most of them got involved in the ADDIE development step and enriched courses by realizing extras activities. Results showed that students were highly satisfied with courses taught in the context of this study.

scholarly journals Features of the Development of Auditory and Pronunciation Skills in Online German Classes

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Olena H. Vasylchenko
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Foreign Language ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
National University ◽  
Key Factor ◽  
Video And Audio ◽  
Two Stages

The relevance of the research is determined by the need to find new methods of teaching a foreign language in the context of the transition to an online learning environment, which will contribute to ensuring an appropriate level of development of future specialists' communicative foreign competence. The purpose of the study is to determine the features of the development of students' phonetic competence in online German classes on the example of the pedagogical activity of teachers of the I.I. Mechnikov Odessa National University. The study of the selected problems was carried out in two stages based on logical and system approaches using general scientific methods, including the method of analysis, synthesis, comparison, concretisation, systematisation, and the method of analogies. It was identified that the modern educational space is characterised by the digitalisation of the educational process, as a result of which approaches to teaching a foreign language are changing. The paper considers foreign practices of using multimedia technologies in foreign language classes to form students' auditory and pronunciation skills in online learning. The necessity of changing the conventional methods of teaching an introductory phonetic course in a foreign language according to the requirements of distance learning was substantiated. It was established that the key factor in the development of auditory and pronunciation skills in online German classes is the use of video and audio materials (video conferences and messengers), animated images of articulation of sounds, as well as a system of exercises for the practical application of the theoretical knowledge obtained. On the example of teaching an introductory phonetic course in German for first-year students of the Department of International Relations of the I.I. Mechnikov Odessa National University, the basic principles of using mobile applications in the process of distance learning, including Padlet, LearningApps, Voki, PicVoice, and ChatterPix are described. The prospects for further research lie in the practice of using the online environment of an introductory German phonetic course among students of related specialisations

scholarly journals Anxiety growth rate among first year students studying through the distance learning in Rostov State Medical University due to the new coronavirus infection

2020 ◽  
pp. 31-37
Author(s):  
Narine A. Grigoryan ◽  
Tatyana S. Kolmakova ◽  
Lusine K. Galustyan
Keyword(s):  
Growth Rate ◽  
Distance Learning ◽  
Young People ◽  
The Self ◽  
First Year ◽  
Negative Feeling ◽  
First Year Students ◽  
Situational Anxiety ◽  
Coronavirus Infection ◽  
Medical University

Anxiety is defined as a strong negative feeling of worry and expectation of ill-being from others. Situational anxiety is triggered by specific situations and is gone when the situation is solved. The article presents the results of studying the degree of anxiety growth among first-year students of all faculties of Rostov State Medical University due to the self-isolation and the transition to distance learning, within the framework of the threat of the new coronavirus infection spreading. 400 young people aged 18–20 took part in the survey.

scholarly journals Experience of distance learning for future social work specialists

2021 ◽  
Vol 2 (119) ◽  
pp. 53-60
Author(s):  
Lyudmila V. Vandysheva ◽  
Keyword(s):  
Social Work ◽  
Distance Learning ◽  
Professional Training ◽  
Educational Process ◽  
Teaching Staff ◽  
First Year ◽  
First Year Students ◽  
Offline Learning ◽  
Research Problems ◽  
The One

The current epidemiological situation, which has developed not only in Russia, but all over the world, has become the basis for rethinking the content, forms, methods of training future social work specialists. Distance learning has become the only educational technology that ensures, on the one hand, the isolation of students and their safety in the context of the spread of COVID 19, on the other hand, the mobility of students while continuing their studies. Beforethe official transfer of the education system to distance learning, in foreign and domestic practice of professional training of future social work specialists, little experience in distance learning was accumulated. The purpose of the article is to concretize the essence of distance learning for future social work specialists; identify problems and determine the conditions that improve the quality of distance learning for future social work specialists. The analysis of this experience allows us to conclude that the interactivity of distance learning presupposes the advancement of new requirements for the roles of the teacher and the student, the organization of their interaction. As a result of the author's research, problems were identified related to the implementation of distance learning (imperfection of technical support, unpreparedness of the teaching staff to conduct classes in a distance format, lack of the possibility of «live communication», insufficient self-discipline and self-organization of students, etc.), which do not contribute to high-quality education, personal and professional development of students. There is a lack of readiness of first-year students after the experience of distance learning at school to continue it at the university; sophomores generally prefer offline learning; third and fourth year students are more inclined to study in a distance format. The basis for the formation of a positive experience of distance learning for future social work specialists is: information and technical competence of all participants in the educational process, the formation of certain personal qualities, as well as the possibility of blended learning (traditional and distance).

scholarly journals INVESTIGASI PEMAHAMAN MAHASISWA TERHADAP MATERI PERSAMAAN LINIER PADA MASA PEMBELAJARAN JARAK JAUH DI PGSD FKIP UNSYIAH

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Linda Vitoria
Keyword(s):  
Distance Learning ◽  
Linear Equation ◽  
Student Learning ◽  
Word Problems ◽  
Linear Equations ◽  
Study Data ◽  
First Year ◽  
First Year Students ◽  
Final Answer ◽  
The Right

The implementation of distance learning for mathematics course at PGSD FKIP Unsyiah may have affected student learning. This article aimed at investigating students’ understanding of linear equation during distance learning. 70 first-year students participated in this study. Data was gathered using a test consisted of 2 word problems about linear equations. Data was analyzed based on the 5 aspects of solving linear equation problems which include using variables, forming equations, solving the equations, performing calculations, and giving final answer. Results show that 20% students used variables correctly, 94% formed the equations correctly, 95.7% solved the equations correctly, 90% performed calculations correctly, and 84% gave the right final answers. Only 3 out 5 aspects satisfied the criteria of good understanding. Therefore, it was concluded that students’ understanding of linear equation during distance learning was not satisfactory. This study implies that more intense communication is needed to help students in their learning during the implementation of distance learning.

DISTANCE LEARNING: BASED ON THE MATERIALS OF A SOCIOLOGICAL SURVEY

2021 ◽  
pp. 16-21
Author(s):  
A.B. Orishev ◽  
Keyword(s):  
Distance Learning ◽  
Transfer Students ◽  
Critical Analysis ◽  
First Year ◽  
Topical Issue ◽  
Scientific Result ◽  
First Year Students ◽  
Difficult Situation ◽  
Long Time ◽  
Russian Universities

The article raises the topical issue of the transition to distance learning, when Russian universities in the fall of 2020 were forced to re-apply this format. The article shows the difficult situation that has devel-oped in the Timiryazev Academy in the fall of 2020. Under the threat of the spread of Covid-19, the univer-sity's management was forced to make a decision to transfer students to distance learning. The author draws attention to the fact that interest in the topic of distance learning in our country has existed for a long time. However, it has only recently become particularly acute. The article analyzes the results of a sociological survey devoted to the transfer of 1st-year students to a distance learning format. It is shown what opportuni-ties and advantages, in the opinion of students, this transition provided them. The analysis of the shortcom-ings of distance learning named by students is carried out. Special attention is paid to student proposals aimed at improving it. A critical analysis of these proposals is given. The main scientific result: it is shown that the transition to distance learning did not become fatal for students of the Timiryazev Academy. Most of the first-year students took this transition as a forced measure and were able to adapt to the current situation.

scholarly journals Educação a distância: dificuldades dos alunos do primeiro ano do curso Licenciatura de Ciências Biológicas da Universidade Estadual de Maringá / Distance Learning: Difficultiesof First Year Students in the Biological Sciences in the Universidade Estadual de Maringá

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Thaise Francielle De Sousa Roth ◽  
Dulcinéia Ester Pagani Gianotto
Keyword(s):  
Distance Learning ◽  
Biological Science ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
The Public ◽  
Academic Activities ◽  
Teacher Students ◽  
On Line ◽  
The University

ABSTRACTThe system of distance learning has been increasing in Brazil since the lastyears. This type of learning comes up trying to open the doors of the University. The public isthose people who work or give up to their studies, and want to study in alternative time. The students are able to study at home with the help of instruments like Internet and other tools, sharing  knowledge,  changing  significantly  the  interaction  between  teacher-students-knowledge.  The  State  University  of Maringa has started up the Distance learning since 2005, with the course of Pedagogy. Afterwards, the attempt wasto build the Pedagogic Politic Project to implement the distance course in Biological Science, in 2008. The biology students havestarted in 2010, with the challenge to understand the dynamic of work and study online, also the autonomy of their studies.  The  object  of  this  work  is  to  analyze  the  first  year  students’  report  in  Biological  Science  about  the  academic activities. The reports showed some difficulties with the online platform for the students, also organizational problems to the public and itself institution.RESUMOA Educação a Distância no Brasil tem crescido nos últimos anos. Essa modalidade de ensino surge objetivando ampliar o acesso ao ensino superior, atendendo, principalmente, estudantes adultos e trabalhadores que necessitam encontrar espaços de tempo alternativos para os estudos. Trata-se de uma modalidade de ensino que usa as ferramentas da tecnologia de informação e comunicação para compartilhamento de conhecimento, produzindo transformações significativas na interação professor-aluno-conhecimento. A Universidade Estadual de Maringá principiou as suas atividades de ensino a distância a partir de 2005, com os cursos de pedagogia e, em 2008 iniciou a construção do Proje-to Político Pedagógico para a implantação do curso de licenciatura em Ciências Biológicas. No ano de 2010, os alunos encetaram o curso, com o desafio de compreender a dinâmica da plataforma on-line de trabalho e também o desenvol-vimento da autonomia para estudar. Este trabalho consiste em analisar os relatos dos alunos do primeiro ano do curso de licenciatura em Ciências Biológicas, sobre a realização de suas atividades acadêmicas. Foram observadas algumas dificuldades com relação ao uso da plataforma on-line pelos estudantes, além de problemas organizacionais do público acadêmico e da própria instituição para a realização do curso nesta modalidade.

scholarly journals IDENTIFYING HIGHER EDUCATION FIRST-YEAR STUDENTS REPORTED EXPERIENCES STUDYING DURING THE PANDEMIC

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Sanna Ruhalahti ◽  
Teija Lehto ◽  
Susanna Saarinen ◽  
Leena Katto
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Well Being ◽  
First Year ◽  
Digital Learning ◽  
Self Directed Learning ◽  
Learning Skills ◽  
First Year Students ◽  
Educational Challenge ◽  
Directed Learning

<p>The pandemic situation is having been a challenge for many students. The students starting their higher education at the beginning of 2021 were facing a new kind of educational challenge due to the Covid-19 pandemic. The purpose of this study was to gain insights into first-month studies during the exceptional times. The focus was on Finnish higher education first-year students’ (n=154) reported studying experiences during the COVID-19 pandemic. The participants were bachelor’s degree students who started their higher education studies in January 2021 in the middle of the exceptional pandemic situation caused by COVID-19. Studies during their first months have mainly been organised online, and there have been specific restrictions related to study arrangements. The study used an inductive content analysis to find out the positive and negative impacts of studying during exceptional times. The data for this study was drawn from an online questionnaire. The results indicated that students’ own resources and capacity played an important role in terms of positive or negative study experiences: good study motivation, good distance-learning skills, and self-directedness helped to cope with the exceptional situation, while insufficient distance-learning skills or challenges in self-direction caused difficulties and dissatisfaction among other students. Whereas, teachers’ digital pedagogical skills play a significant role, as the results of this study indicated. In addition, to teaching and learning activities, higher education institutions need to reflect on how student services, counselling, and peer support can be provided remotely. The findings of this study suggest that it is important to pay attention to students’ well-being and self-directed learning skills in digital learning communities and environments. In addition, the study it´s part suggests strengthening teachers’ competencies related to digital pedagogical competencies together with workload allocation and study scheduling. Also, there are a need to deepen learning community building and self-directed learning skills as a part of pedagogical support.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

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