scholarly journals INFLUENCE OF INSTITUTIONAL RELATED ON CHOICE OF TECHNOLOGY FOR THE DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

2021 ◽  
Vol 1 (1) ◽  
pp. 29-44
Author(s):  
James Kimani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Support Services ◽  
Learning Technologies ◽  
Instructional Materials ◽  
Learner Support ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Ict Infrastructure ◽  
Choice Of Technology

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to institutional related on choice of technology for the development of instructional materials for distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that most of learner support services offered to distant learners were not good enough to support the learners effectively. Secondly, the students and the administrators were of the view that there were learner support services that were very vital to distant learners. Thirdly, the students and the administrators were of the general view and in agreement that the learner support services offered were necessary. However, since the students indicated that majority of the services on offer were poor across the institutions under the study, there is need to improve and make them better. Learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Recommendations: The study recommends that is a need availability of ICT infrastructure, the absence of inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online. If the high ICT infrastructure for e-learning is unavailable, the sequential use of predecessor distance learning technologies from correspondence courses to radio, TV, CD-ROM, Internet and World Wide Web is recommended. Such a sequential use of predecessor distance learning technologies is poised to leverage the experience into a significant use of learning

Implementation of educational programs with digital distance education technologies complying with the requirements for ship crew members

2019 ◽  
Vol 23 (4) ◽  
pp. 44-53
Author(s):  
Sergey S. Sokolov ◽  
Marina N. Saveleva ◽  
Anastasiya V. Mitrofanova
Keyword(s):  
Data Mining ◽  
Distance Education ◽  
Distance Learning ◽  
Russian Federation ◽  
Learning Technologies ◽  
E Learning ◽  
The Russian Federation ◽  
Distance Learning Technologies ◽  
Using Data ◽  
The Individual

Digital distance education technologies are a relevant issue today. For the training of crew members, it is necessary to comply with the requirements of the Federal State Educational Standards, the International Convention on the Training and Certification of Seafarers and Watchkeeping, and several other legislative documents. The article provides individual digital educational trajectories and an individual profile of students’ competencies using the Data Mining methods and the Moodle system.Purpose of the study: To study the issue of application of digital distance learning technologies complying with the requirements for ship crew members. Solving the problem of forming an individual digital educational trajectory and an individual competency profile of a student.Materials and methods: The concepts of distance learning technologies and e-learning, approved at the legislative level as the Federal Law dated December 29, 2012 No. 273-ФЗ «Education in the Russian Federation». According to the Decree of the Government of the Russian Federation on May 23, 2015 No. 497 «On the Federal Targeted Program for the Development of Education for 2016-2020», within the framework of Target 5 «Formation of a high-demand system for assessing the quality of education and educational outcomes», the following activities are planned: Typical models of constant evaluation of students’ learning achievements, allowing to form trajectories of individual development of students in secondary professional educational organizations and organizations of higher education». Individual educational trajectory is a personal way to realize the personal potential of each student in education. The individual educational trajectory in the period of digitalization of education and using of e-learning methods, distance learning technologies is an individual digital educational trajectory. An important element of an individual digital educational trajectory is the individual competence profile of students. The formation with the using Data Mining technology based on the Moodle e-learning system is considered.Results: The construction of an individual digital educational trajectory, including individual profiles of students’ competencies and the trajectories of their development, can be implemented using data mining, proper configuration, construction of matrices of various levels of connectivity using the modules of Competence and Curriculum of the Moodle system. The article presents the formation of the student’s competencies based on the construction, as well as the analytical unit of an individual digital educational trajectory and an example of an individual competency profile in the Moodle system.Conclusion: Training of crew members using digital distance education technologies is possible, but at the same time it has many limitations on the part of requirements. It is important to correctly combine the traditional form of education and digital learning technologies.

scholarly journals Les déterminants technologiques de la persévérance des étudiants dans les cours à distance de niveau collégial : Les modalités de cours jouent-elles un rôle?

2019 ◽  
Vol 45 (2) ◽  
Author(s):  
Sawsen Lakhal
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Partial Least Square ◽  
Least Square ◽  
Intention To Use ◽  
Unified Theory ◽  
Use Of Technology ◽  
Distance Learning Technologies ◽  
Education Courses

L’objectif de cette étude est d’identifier et d’analyser les déterminants technologiques de la persévérance dans les cours à distance de niveau collégial (n=61), issus du modèle Unified theory of acceptance and use of technology (UTAUT). Les résultats des analyses par équations structurelles (Partial Least Square) indiquent que parmi ces derniers déterminants, seulement les conditions facilitantes ont un impact significatif et positif sur l’intention comportementale d’utiliser les technologies des cours à distance (R2=54%) définie comme l’intention de l’étudiant de réaliser ce comportement, qui a son tour a un effet significatif et positif sur la persévérance, définie par l’intention de finir le cours à distance auquel l’étudiant est inscrit (R2=14,2%) et par l’intention de s’inscrire dans le futur dans d’autres cours à distance (R2=65%). Les analyses des ANOVA font ressortir des différences significatives entre les groupes d’étudiants assignés à des modalités différentes de cours à distance sur tous les facteurs technologiques laissant présager que des analyses différenciées, selon la modalité de cours, devraient être envisagées dans le futur. This study aims to identify and analyze the technological determinants of persistence in college distance education courses (N=61), derived from the Unified theory of acceptance and use of technology (UTAUT) model. The results of the structural equation analyses (Partial Least Square) revealed that among these determinants, only facilitating conditions have a significant and positive impact on the behavioural intention to use distance learning technologies (R2 = 54%) defined as the student’s intention to display this behaviour. Moreover, behavioral intention to use distance learning technologies has a significant and positive effect on persistence, defined as the intention to finish the distance education course in which the student is enrolled (R2 = 14.2 %) and the intention to enroll in other distance education courses in the future (R2 = 65%). The ANOVA analyses revealed significant differences between the groups of students assigned to different courses delivery modes on all the technological factors, suggesting that differentiated analyses, depending on the course delivery mode, should be performed in the future.

scholarly journals ORGANIZATION OF DISTANCE EDUCATION IN SECONDARY SCHOOLS

1970 ◽  
Vol 14 (6) ◽  
Author(s):  
Tamara O. Derba
Keyword(s):  
Distance Education ◽  
Educational Technology ◽  
Distance Learning ◽  
Secondary Schools ◽  
Learning Technologies ◽  
Distance Learning Technologies

The article analyzes the models of distance education in the secondary schools, discusses educational technology of distance education in school, it is presented an example of a universal distance learning technologies in secondary schools at their profile level.

scholarly journals CONDITIONS FOR ORGANIZATION OF THE EDUCATIONAL PROCESS AT THE UNIVERSITY USING E-LEARNING TECHNOLOGIES

2021 ◽  
pp. 19-27
Author(s):  
Ирина Геннадьевна Алмазова ◽  
Галина Александровна Корякина ◽  
Светлана Николаевна Числова
Keyword(s):  
Distance Learning ◽  
Time Frame ◽  
Learning Technologies ◽  
Educational Process ◽  
University Teachers ◽  
Distant Learning ◽  
E Learning ◽  
The Russian Federation ◽  
Distance Learning Technologies ◽  
The University

Анализируется проблема разработки, характеристики и реализации важного условия организации образовательного процесса в университете с применением технологий дистанционного обучения, связанного с созданием в университете качественной цифровой образовательной среды, развития технической инфраструктуры и повышения квалификации вузовских преподавателей с целью эффективного использования ими технологий дистанционного обучения в процессах цифровой трансформации высшей школы. Причем такое условие анализируется не только с позиции повышения эффективности организации исследуемого процесса, но и с позиции обеспечения деятельности вуза, отвечающей требованиям мировых стандартов, что чрезвычайно важно в формате реализуемой государственной программы Российской Федерации «Развитие образования» на 2018–2025 гг. Приводятся данные опроса студентов и преподавателей университета, освещающие результаты измерения уровня эффективности реализации проверяемого условия организации образовательного процесса в университете с применением технологий дистанционного обучения. The materials of this publication analyze the problem of development, characteristics and implementation of an important condition for the organization of the educational process at the university with the use of distance learning technologies, associated with the creation of a high-quality digital educational environment, the development of technical infrastructure and advanced training of university teachers in order to effectively use distance learning technologies in the processes of digital transformation of higher education. And a certain condition is analyzed not only from the perspective of improving the efficiency of the organization of the process under study, but the operations of the University that meets the requirements of world standards, which is extremely important in the format of the State program of the Russian Federation “Development of education” for 2018–2025. The results of study of the levels of effectiveness of the implementation of the conditions are tested and and the data of the questionnaire survey of students and teachers are provided. The article describes the terms “distant education” and “distant learning”. The synonymy of their meanings and the peculiarities of their use in the context of the characteristics of a special way of implementing the educational process at the university are noted. The features of the implementation of the selected condition that took place in 2020 are noted: flexibility in taking into account the time frame of classes and in choosing an individual pace of training; modularity; the use of various types of communication; wide coverage of the audience of students.

scholarly journals Methodology and features of assessing the economic effect of implementing digital educational environment models in secondary vocational and higher education systems

2021 ◽  
Vol 18 (1) ◽  
pp. 62-80
Author(s):  
Alexander V. Fedotov ◽  
Elena A. Polushkina
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Economic Effect ◽  
Educational Programs ◽  
Educational Environment ◽  
Learning Technologies ◽  
Educational Process ◽  
Education Systems ◽  
E Learning ◽  
Distance Learning Technologies

Problem and goal. The active introduction of e-learning and distance learning technologies in the educational process, the reform of traditional models of learning and education have become priority areas of reforms and initiatives in various national education systems in the 21st century. Given that public spending is the main source of funding for education in the OECD countries, assessing the economic impact of implementing a digital educational environment at different levels of education under pressure on public budgets has become a key issue for national governments and educational organizations, as well as the subject of special research. In Russian practice assessment of the economic effect of the full-scale use of e-learning and distance learning technologies in the implementation of educational programs of secondary professional (training of middle-level specialists) and higher education have not yet been carried out. For these purposes, a methodology has been developed, which, however, needs to be tested. Results. The study identified a list of costs required to ensure the full use of e-learning and distance educational technologies in realization of educational programs of secondary vocational (training of mid-level professionals) and higher (including graduate school) education; the methodlogy for assessing the economic effect of these measures is justified, and calculations are made based on this methodology. Conclusion. The developed methodology has shown its effectiveness and needs further research and quantitative analysis.

scholarly journals INNOVATIVE DISTANCE LEARNING TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES TO STUDENTS OF NON-LINGUISTIC UNIVERSITIES

InterConf ◽  
2021 ◽  
pp. 76-82
Author(s):  
Svitlana Nykyporets ◽  
Nataliia Hadaichuk ◽  
Nadiia Herasymenko
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Foreign Languages ◽  
Distance Learning Technologies ◽  
Distance Courses ◽  
Independent Work

The article deals with innovative distance learning technologies for teaching foreign languages to students. The principle of distance education is described. The new role of the teacher is justified. It is considered a decrease in the number of classroom hours and an increase in hours devoted to students’ independent work. The aims of pure distance courses and elective learning courses are shown. The gaining popularity of distance learning of foreign languages is approved.

NASPAA Faculty and Their Involvement Distance Edcucation

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 15
Author(s):  
Marvin Hoffman ◽  
Dragan Stefanovic ◽  
Ruth Ann Strickland ◽  
Dan Gurley
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
The United States ◽  
Learning Technologies ◽  
Pedagogical Issues ◽  
Traditional Course ◽  
Additional Information ◽  
Course Materials ◽  
Remote Sites ◽  
Distance Learning Technologies

This paper assesses the current use of distance learning technologies in graduate-level public administration programs in the United States.  A telephone survey was undertaken of NASPAA-affiliated MPA programs and responses were received from 100 program directors.  Distance learning means a number of different things in different universities, ranging from the email and web supplements to traditional course materials up to and including videoclasses and faculty-student teleconferencing.  We find that the number of programs using distance learning is rapidly expanding, with 25 universities now using distance learning techologies and 14 more planning implementation within three years.  Although the number of remote sites currently served by a program through distance learning is typically one or two, some statewide programs exist.  Among programs using distance education technology, courses typically comprise only a portion of a student's program, but some programs exist in which a student can complete an entire MPA degree from a remote site.  This article discusses pedagogical issues, such as optimal class size as well as instructor-student and student-peer interaction.  The rationales cited by directors for implementing distance learning are examined. A bibliography is included that directs the reader to additional information regarding future trends in distance education as well as the on-going debate over pedagogical issues relating to distance education.   

WAYS TO ACTIVATE THE ATTENTION OF STUDENTS IN THE CONDITIONS OF DISTANCE EDUCATION

2021 ◽  
pp. 94-98
Author(s):  
Makhina L.A. ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Educational Activities ◽  
Distance Learning Technologies

The implementation of the curriculum in the context of the pandemic has become impossible without the use of modern distance learning technologies. Isolation, lack of disciplinary requirements from the outside, computerization of educational activities become triggers of negative mental phenomena, cause problems with the activation and preservation of attention by students. The article analyzes the causes of difficulties with attention retention in the process of computerized activity and suggests ways to activate remotely students' attention based on some theories of attention.

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