scholarly journals Technological University Faculty ICT Barriers during the Pandemic

2021 ◽  
Author(s):  
Г.Ф. Хасанова ◽  
Ф.Т. Шагеева ◽  
Н.В. Крайсман
Keyword(s):  
Online Communication ◽  
Teaching Experience ◽  
Educational Process ◽  
Faculty Members ◽  
Online Classes ◽  
Faculty Position ◽  
Online Tools ◽  
Online Format ◽  
Technological University ◽  
Scientific Degree

Во время пандемии коронавируса преподаватели столкнулись с необходимостью быстро перевести весь образовательный процесс в онлайн-формат. Университеты испытывали трудности с быстрой организацией и унификацией данного процесса для преподавательского состава. Готовность преподавателей к проведению онлайн-занятий существенно различалась, и в условиях самоизоляции они испытывали трудности в получении технической поддержки или консультаций относительно решения возникающих проблем. Данное исследование было нацелено на выявление ИКТ-барьеров, с которыми преподаватели столкнулись в ходе пандемии. Для решения этой задачи авторами был проведен опрос преподавателей Казанского национального исследовательского технологического университета на основе анкеты, включавшей утверждения относительно трудностей, с которыми преподаватели столкнулись в ходе онлайн-коммуникации с обучающимися с начала пандемии. Отношение к тридцати трем барьерам оценивалось на основе коэффициента углового преобразования Фишера с учетом должности, ученой степени преподавателей, стажа работы, возраста, пола и преподаваемых дисциплин. During the coronavirus pandemic, faculty members were faced with the need to suddenly transfer the entire educational process to an online format. Universities found it difficult to quickly organize and unify this process for their educators. The latter’s readiness to conduct online classes varied, and in conditions of self-isolation it was difficult for them to get technical support or consultations on how to solve emerging problems. The current study aims to identify the ICT barriers that educators faced after the outbreak of the pandemic and their preferences of the various online tools they used during this period. To achieve these objectives, the authors surveyed faculty members at the Kazan National Research Technological University. A questionnaire was developed including statements concerning difficulties faculty members had experienced in their online-communication with learners since the beginning of the pandemic. Attitudes towards thirty-three barriers were evaluated depending on respondents’ faculty position, scientific degree, teaching experience, age, gender, and group of taught disciplines.

Digital Technology Implementation Practice during Conversion from Fundamental University Educational System into Online Format

2021 ◽  
Vol 27 (9) ◽  
pp. 494-504
Author(s):  
A. V. Vishnekov ◽  
◽  
E. A. Erokhina ◽  
E. M. Ivanova ◽  
◽  
...  
Keyword(s):  
Technology Implementation ◽  
Basic Education ◽  
Group Discussion ◽  
Educational Process ◽  
Online Classes ◽  
Advantages And Disadvantages ◽  
Digital Services ◽  
Online Format ◽  
Methods Of Learning ◽  
The University

The paper discusses the effectiveness of digital technologies in the educational process. The authors consider the use of digital services in the university educational process in the context of the need to full transfer basic education into online format. A comparative analysis of public and corporate digital services is carried out. Their advantages and disadvantages are considered the application effectiveness in the educational process. The article examines the following digital services: Zoom, Jitsi, MS Teams, Google Documents, Google Classroom, LMS HSE, Smart LMS. The authors propose the methods of organizing the educational process, involving the integration of these services. The results of the students' survey revealed the following features that affect the interaction of teachers and students: the Internet speed and availability, preferences in the ways of course materials obtaining, the desired forms of interaction between students and the teacher. The paper describes the effective methods of conducting online classes in various conditions: group discussion of the pre-voiced and cloud-uploaded presentations in chat, conducting classes in the form of a video-chat, using pre-prepared dynamic graphic illustrations, using gamification elements, laboratory work remote running on a virtual equipment, splitting the lecture into thematic sections and frequent changes in the students' activity. The authors offer various online forms and methods of learning outcomes intermediate control for the disciplines of the university curriculum. This study offers solutions to the problems of organizing online classes, including in conditions of limited Internet traffic.

scholarly journals Faculty readiness for online teaching at Imam Abdulrahman Bin Faisal University during the COVID-19 crisis: a cross-sectional study

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 840
Author(s):  
Muneerah B. Almahasheer ◽  
Abdullah Al Rubaish ◽  
Abdullah Alkadi ◽  
Mahmoud A. Abdellatif ◽  
Vijaya Ravinayagam ◽  
...  
Keyword(s):  
Structural Equation ◽  
Online Teaching ◽  
Teaching Practice ◽  
Positive Response ◽  
Online Communication ◽  
Educational Process ◽  
Faculty Members ◽  
Training Experience ◽  
Faculty Readiness ◽  
Teaching Faculty

Background: The outbreak of the COVID-19 pandemic has affected the education sector around the world. In order to control the spread of the virus, eLearning practice has been introduced in Saudi higher education. Such online communication has become an important tool to narrow the teaching practice gap. This study assessed the characteristics of eLearning and distance learning and the inclination of Imam Abdulrahman BinFaisal University (IAU) faculty members in terms of skills, and managing classes and tests using online learning tools. Methods: A QuestionPro questionnaire with 22 questions on eLearning experience, training experience, and skills and knowledge in the educational process of IAU teaching faculty was conducted through the online university e-mail domain. The questionnaire was sent to the IAU’s teaching faculty. The questionnaire’s reliability was studied using Cronbach’s a coefficient. The criterion value was statistically studied using the KMO (Kaiser-Meyer-Olkin) and Bartlett’s test. The variables associated with the present survey model were analysed using Structural Equation Modelling (SEM). Results: The study showed positive responses and readiness (skills and abilities) and the effectiveness of IAU’s faculty members to perform e-learning activities during COVID-19. IAU faculty received a strong positive response, and the respondents were also impressed with and agreed on trainer knowledge, session management, communication and expertise on training topics. Conclusions: The positive response indicates the readiness of IAU to provide the necessary support (tools, information and updates) required for a successful online educational process.

Online education during the pandemic: new format — new opportunities

2021 ◽  
Author(s):  
Svetlana Viktorovna Koroteeva
Keyword(s):  
Online Education ◽  
Educational Process ◽  
Essential Component ◽  
Pace Of Life ◽  
The World ◽  
Online Format

The article shows that the year 2020 taught us a lot and opened our eyes to a number of issues. However, it was precisely the Covid situation and the then announced pandemic that allowed many of us to slow down our pace of life a little and take a broader look at the world around us. The author, a well-known variety vocal teacher, reflects on the possibility of training vocal in an online format, while realizing such an essential component of the educational process as mentoring, and shows that the mentoring function is a necessary part of vocal lessons. It can be realized both through the choice of the repertoire and through communication between the teacher and the student. Vocal classes provide such an opportunity in the best possible way, since individual communication involves the transfer of one’s own worldview to the students, who perceive both the idea of the beautiful, and form their own technical singing skills, as well as build their own picture of the world following the teacher.

scholarly journals SYNCHRONOUS AND ASYNCHRONOUS FORMS OF ACCOMPANIMENT OF REMOTE PROJECTS AND COURSES

2021 ◽  
pp. 103-113
Author(s):  
Мухит Азатович Азыбаев ◽  
Анатолий Алексеевич Веряев ◽  
Алексей Александрович Ушаков
Keyword(s):  
Teaching Experience ◽  
Asynchronous Communication ◽  
Educational Process ◽  
Online Support ◽  
Educational Organizations ◽  
Professional Activities ◽  
Ict Implementation ◽  
E Learning ◽  
Distance Courses ◽  
Ict Competencies

Предлагается анализ феноменов дистанционного и электронного обучения. Представлены этапы становления технологии дистанционно организованного учебного процесса. Анализируется уровень сформированности ИКТ-компетенций учителей, студентов педагогических вузов, обучающихся общеобразовательных организаций. Рассмотрены вопросы оперативного (онлайн) и отложенного во времени (офлайн) сопровождения деятельности педагогов, связанной с проведением и участием в ИКТ-проектах в рамках собственной профессиональной деятельности. Работа основана на реальном опыте осуществления проектов на территории Алтайского края в 2012–2018 гг. Описывается опыт сопровождения проектов и курсов по формированию ИКТ-компетенций, в том числе моделей организации оперативного консультирования учителей средствами чат-ботов, специализированных групп в социальных сетях, сайтов с форумами и др. Рассмотрены вопросы онлайн-сопровождения офлайн-организованного учебного процесса студентов, что соответствует осуществлению и поддержке какого-либо предметного курса обучения. Материал базируется на опыте преподавания в период локдауна, связанного с пандемией новой коронавирусной инфекции. Введены понятия вертикально и горизонтально организованной распределенной поддержки, рассмотрены различные способы и методы ее осуществления. Описывается авторская технология организации дистанционных курсов повышения квалификации учителей по тематике внедрения ИКТ в образовательный процесс. Указывается, что при организации сопровождения дистанционных и очно-дистанционных проектов и курсов наиболее оптимальным является использование комбинации синхронного и асинхронного вида коммуникации. The article offers an analysis of the phenomena of distance and e-learning, presents the stages of the formation of the technology of the distance-organized educational process. The level of formation of ICT competencies of teachers, students of pedagogical universities, students of general educational organizations is analyzed. The issues of operational “online” and delayed “offline” support of teachers’ activities related to the implementation and participation in ICT projects within the framework of their own professional activities are considered. The work is based on real experience in implementing projects on the territory of the Altai Territory (2012–2018), including the experience of supporting projects and courses on the formation of ICT competencies, including models for organizing operational counseling for teachers using chat bots, specialized groups in social networks, sites with forums, etc. The issues of online support of the offline organized educational process of students are considered, which corresponds to the implementation and support of any subject course of study. This material is based on teaching experience during the quarantine period associated with the coronavirus epidemic. The article introduces the concepts of vertically and horizontally organized distributed support, discusses various ways and methods of implementing this support. The author’s technology of organizing distance courses for advanced training of teachers on the topic of ICT implementation in the educational process is described. It is indicated that when organizing support for remote and intramural-distance projects and courses, the most optimal is the use of a combination of synchronous and asynchronous communication.

scholarly journals BLENDED LEARNING IN MEDICAL INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 32 (1) ◽  
pp. 101-111
Author(s):  
Natalya Nalyvaiko ◽  
Oleksii Nalyvaiko
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Extracurricular Activities ◽  
Work Group ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Teaching Aids ◽  
Medical Institutions

The article considers the main provisions of blended learning organization in medical institutions of higher education. The main online platforms and digital teaching aids, that are used in medical institutions of higher education during the educational process based on blended learning, are identified in particular: distance learning platforms (Equity Maps, Google Classroom, Moodle), mobile-digital applications (Classtime, LearningApps, Quizizz) and online communication platforms (Google Meet, ZOOM, WeBex). The concept of blended learning is defined as a harmonious combination of students’ classwork and the use of information and digital technologies in extracurricular activities (independent work, group work, etc.). The principles of organizing the educational process in institutions of higher medical education include a general didactic approach in working with large groups, discussion in small groups, individual training and learning using information and digital technologies. An important aspect in the training of highly qualified medical professionals in the blended learning format is blended laboratory courses. Such an organization of training, as shown in the study, is popular with both students and teachers of laboratory bachelor courses. Note that in this process, teachers mainly focus on the development of students' abilities for autonomous learning, and not just on the transfer of theoretical knowledge. The best experience of blended learning usage in the world medical institutions of higher education is considered. The advantages of blended learning in medical students’ preparation are shown. In further scientific research it is planned to study the current experience of organizing blended education of Kharkiv National Medical University in the conditions of adaptive quarantine in the 2020/2021 academic year.

scholarly journals FEATURES OF THE DISTANCE LEARNING ORGANIZATION AT UNIVERSITIES IN THE CONDITIONS OF THE CORONAVIRUS PANDEMIC: PROBLEMS AND PROSPECTS

2021 ◽  
Vol 5 (3) ◽  
pp. 281-288
Author(s):  
E.A. Balezina ◽  
V.V. Forostyan
Keyword(s):  
Distance Learning ◽  
Local Governments ◽  
Research University ◽  
Educational Process ◽  
Technical Equipment ◽  
Additional Time ◽  
Technical Problems ◽  
Classical Education ◽  
Perm State National Research ◽  
Online Format

Distance education is becoming in demand in many universities in the country. At the beginning of 2020, an epidemiological situation arose in Russia and the world, which showed that distance learning is the safest way to get an education. But not all Russian universities were ready to quickly switch to distance learning. This led to some difficulties: the load increased on all actors of the educational process, the technical problems of the university and students became actualized, there was a need for additional time for adaptation of students, teachers, and university administration. As a result, the level of satisfaction with the learning process has changed. The purpose of this publication is to characterize the features of the organization of distance learning and identify its future prospects (using the example of Perm State National Research University). The empirical base of the study is materials of a survey of university students about their satisfaction with online learning. The authors assess three areas: 1) the level of material and technical equipment of students; 2) changes that have occurred in the organization of training (workload, time for completing assignments, mastering educational material, academic performance); 3) prospects of distance learning (limitations and reasons for their occurrence, merits). In practical terms, the study can clarify the need to expand distance learning in all universities in the country. Distance learning can become an effective alternative to classical education if state authorities and local governments finance distance learning, if universities provide trainings on organizing and conducting classes in an online format.

Teaching Health Law

2010 ◽  
Vol 38 (4) ◽  
pp. 863-870 ◽  
Author(s):  
Marshall B. Kapp
Keyword(s):  
Medical Schools ◽  
School Curriculum ◽  
Law School ◽  
Faculty Members ◽  
Health Law ◽  
Tenure Track ◽  
Law Schools ◽  
Faculty Position ◽  
Roles And Responsibilities ◽  
Law Faculty

Thirty years ago when I, an attorney, took a tenure-track faculty position at an innovative, newly opened medical school, I was an oddity — truly, a stranger in a strange land. Today it is not uncommon for American medical schools to employ an attorney as a tenured or tenure-track member of its faculty. Over these last three decades, the educational roles and responsibilities of health law faculty who teach in law schools have become increasingly well defined, with numerous health law courses and textbooks now generally accepted as part of the typical law school curriculum. However, the roles and responsibilities of attorney faculty members who teach in medical schools remain less clearly defined and likely are more individualized to the particular medical schools in which they teach. This essay explores some of the challenges and the opportunities which are given to attorney faculty members who teach in medical schools.

Experience in the organization of doctors training in the system of continuing medical education under modern conditions of the functioning of healthcare system

2021 ◽  
Vol 43 (3-4) ◽  
pp. 5-9
Author(s):  
L. S. Ovcharenko ◽  
◽  
A. O. Vertehel ◽  
I. V. Samokhin ◽  
T. G. Andrienko ◽  
...  
Keyword(s):  
Medical Education ◽  
Distance Learning ◽  
Objective Assessment ◽  
Online Communication ◽  
Educational Process ◽  
Teaching Staff ◽  
Full Time ◽  
Educational Work ◽  
Part Time ◽  
Online Distance Learning

The experience of educational work in conditions of quarantine and lockdowns allowed in practice to study the possibilities of distance learning and to form an objective assessment of it in the structure of continuous medical education (CME) for doctors. The survey participants noted the following disadvantages of online distance learning events: the lack of an opportunity to receive information that is of interest to the listener in an in-depth format and in a specific form, because the prevailing volume of videoconferences does not allow for discussions, exchange of experience, review of clinical cases, etc. Distance learning significantly limits the possibilities of practical skills and abilities, the mastering of which is up to 75% of the study time in the format of full-time and part-time education. The positive aspects, from the point of view of distance learning participants, include: the opportunity to get points for registering a teaching staff without interrupting their main work, the ability to choose topics and the modernity of information events. However, the traditional full-time and part-time forms of education also have their drawbacks, namely, for example: to travel and live in the cities where events are held in the absence of state funding for these expenses, that is, at the expense of the doctor himself. The use of innovative educational technologies, such as distance learning and online communication, in the training of doctors cannot fully replace the classical forms of education. The optimal are the combined forms of the educational process organization, which make it possible to rationally use the resource of the participants in the educational process.

PROFESSIONAL DEVELOPMENT OF TEACHERS FOR THE IMPLEMENTATION OF DISTANCE LEARNING AT SCHOOL

2021 ◽  
Vol 71 (3) ◽  
pp. 143-154
Author(s):  
G. Mailybayeva ◽  
◽  
G. Zholtayeva ◽  
D. Kaldiyarov ◽  
A. Meirambek ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Digital Competence

The article deals with the problem of increasing the level of competence of teachers associated with the use of digital educational technologies in the educational process of the school by organizing advanced training courses. Effective digital educational technologies for organizing distance learning are also described. The formation of digital competence is possible in the process of implementing educational programs of higher education, as well as professional development and professional training programs. The authors, based on the analysis of empirical data obtained during the survey of current teachers and future teachers - students of the pedagogical direction on the use of distance educational technologies in the educational process, identify problems and difficulties in using digital technologies, types of competence improvement for the successful implementation of distance learning. Based on the analysis of ICT competence in the field of education, the authors developed a program of a professional development course on the topic "Kashyktyktan okytudagi tsifrlyk bilim beru technologiyalary" and conducted teacher training. The survey revealed the degree of readiness and desire of teachers to use digital tools and services in the educational process. This suggests the need for further development of the organization of effective online communication of participants in the educational process, productive feedback with students using digital technologies; forming a critical assessment of students 'behavior and correcting their actions when working in a digital educational environment, monitoring the independence of students' performance of educational tasks; using the potential of digital tools and services in organizing group work and project activities of schoolchildren, and others.

ON THE NEED FOR A COMPREHENSIVE APPROACH TO THE STUDY AND ASSESSMENT OF PEDAGOGICAL ACTIVITIES

2021 ◽  
Author(s):  
A.E. Stepanova ◽  
◽  
E.L. Poteryaeva ◽  
V.N. Semenova
Keyword(s):  
Working Conditions ◽  
Preventive Measures ◽  
Teaching Experience ◽  
Integrated Approach ◽  
Legal Regulation ◽  
Educational Process ◽  
Educational Institutions ◽  
Physical And Mental Health ◽  
Statistical Research ◽  
Special Assessment

Abstract. The purpose of the work is to substantiate the need for an integrated approach to the study and assessment of the labor and health of teachers (using the example of teachers of educational institutions) based on the analysis of literature data and the results of their own sociological, hygienic, clinical, physiological, psychological and statistical research methods. Analysis of literature data, regulatory legal acts on the protection of the health of Russians indicates a different degree of attention to the participants in the educational process, about a certain «preponderance» in favor of the health of students in comparison with care for the health of teachers. It shows the presence of changes in the physical and mental health of teachers, some features of their formation, depending on the teaching experience, seniority, age. When analyzing the information, one-sidedness, fragmentation of studies, and inadequacy of preventive measures are revealed. Health-forming and health-preserving activities are mainly related to students. The conducted studies dictate the need to increase attention to the health and work of teachers based on the implementation of an integrated approach, as well as the need to change / clarify the legal regulation of pedagogical activity when conducting a special assessment of working conditions and when organizing medical care.

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