Teachers’ Readiness for Distance Education: From Theory to Practice

2020 ◽  
pp. 150-161
Author(s):  
Yuliia Nenko
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Theory To Practice ◽  
Teachers And Students ◽  
Distance Learning Technologies

The paper has a two-fold purpose. The first purpose of the research is to clarify the concept of “readiness of teachers of higher education institutions to use distance learning technologies”, to determine the components and indicators of teachers’ readiness to use distance learning technologies. The other purpose is to announce the results of the conducted online survey on teachers’ readiness for distance learning; understand how distance learning methods are being implemented, which need to be modified or improved, establish the depth of complications associated with transitioning to online teaching due to the introduction of COVID-19 quarantine and provide the information to stakeholders to further improve the process of distance learning. The article is based on the survey of scientific literature on teachers’ readiness/preparedness to distance education and results of the authors’ COVID-19 Teachers’ Questionnaire with 485 faculty members of major higher education institutions of Cherkasy region (Ukraine). The author proves that the effectiveness of distance learning depends on subjective (teachers’ and students’ preparedness for distance education) and objective factors (material and technical base of higher education institutions). Components of teacher’s readiness for distance learning and their indicators are summarized: motivational, cognitive, operational, technological, creative, personal. The outcomes of the questionnaire have identified that most respondents lack theoretical knowledge and practical skills necessary for the implementation of distance learning and encounter difficulties in teaching during quarantine.

scholarly journals An evaluation of Ukrainian future teachers’ of humanities readiness for e-education

2021 ◽  
pp. 1-27
Author(s):  
Vadym Tkachenko ◽  
Vadym Chychuk ◽  
Mykola Zakharevich ◽  
Yuliia Nenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Higher Education Institutions ◽  
Cognitive Activity ◽  
Learning Technologies ◽  
Learning Technology ◽  
Teachers And Students ◽  
E Learning ◽  
Distance Learning Technologies

The article focuses on the students’ readiness for online education in Ukrainian pedagogical higher education institutions, since distance learning is not only a new learning technology for teachers-to-be, but also the object of their study and further application in the pedagogical career. The study employed the authors’ questionnaires for 120 faculty members and 320 students, observations and diagnostic tests. To assess the students’ current readiness for e-learning, the following criteria were employed: independence in the acquisition of knowledge, cognitive activity, mastering methods of online education activities. Characteristics of levels of students’ readiness for e-learning are given. The need for initial training of teachers and students to use distance learning technologies is confirmed. Analysis of research data revealed mostly medium and sufficient level of teachers’-to-be independence of learning, cognitive activity and experience of application of online educational activities. Basic conceptual positions and conditions for effective e-learning in Ukrainian pedagogical higher education institutions as prerequisites for students’ readiness for e-education are described.

scholarly journals Analysis of the Efficiency of China’s Distance Economic Education in Force Majeure Circumstances

2020 ◽  
Vol 19 (9) ◽  
pp. 175-195
Author(s):  
Kseniia V Tsytsiura ◽  
Ganna M Romanova
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Economic Education ◽  
Learning Technologies ◽  
Free Access ◽  
Force Majeure ◽  
Learning Platforms ◽  
Efficiency Factors

This article focuses on the latest approaches to the effective delivery of distance education for the students of economic specialties in China’s higher education institutions in force majeure circumstances. Distance education was introduced due to the complex global epidemiological situation, unpredictable for the entire world community. The growing role and importance of distance learning in contemporary higher education overall and the education of economists in particular have been outlined. The need to use and constantly upgrade software and distance learning platforms is emphasized. The current Chinese approaches to the provision of the economists’ distance education in higher education institutions are outlined. The efficiency factors of the economists’ distance education in China’s higher education institutions were determined and substantiated. Namely, the following efficiency factors were considered: importance of approbation and implementation of the new interaction methods among the participants of the teaching and learning process, game approach application aimed at the formation of motivation of students to study, the creation and continuous modernization of the informational and educational environment of the university, the provision of a free access to up-to-date digital technology and information and communication learning technologies, the use and efficient combination of distance learning platforms in teaching disciplines, the formation of digital competence of students and teachers, as well as the openness of the colleges and university management and faculty to change. The effectiveness study of distance education provision for the students of economics was experimentally tested. The results of distance learning and teaching during the semester in force majeure circumstances were analyzed on the basis of empirical data from the students’ survey at the Department of Economics of a state-owned Chinese higher education institution. The research findings emphasize the feasibility of studying and analyzing China’s positive experience in the provision of distance learning economic education in force majeure circumstances. Recommendations for the implementation of China's experience in economists’ training in Eastern European universities were elaborated and presented.

scholarly journals HIGHER EDUCATION IN UKRAINE IN THE CONVENTION OF THE COVID-19 PANDEMIC: NEW CHALLENGES AND PROSPECTS

2021 ◽  
pp. 171-176
Author(s):  
O. MATVIICHUK ◽  
A. MATVIICHUK ◽  
R. YEROMENKO ◽  
O. GLADCHENKO ◽  
A. TARAN
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Strategy ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
The State ◽  
Teaching Staff ◽  
State Education ◽  
New Challenges ◽  
Distance Learning Technologies

The article is devoted to the analysis of the problems of introduction of distance learning in higher educational institutions of Ukraine. The article presents the results of an anonymous survey of research and teaching staff and students of higher education institutions on the use of distance learning technologies in the conditions of national quarantine, conducted by the State Education Quality Service of Ukraine. According to the results of the survey, conclusions were made about the degree of effectiveness and further prospects for the introduction of new teaching methods in a pandemic. In order to identify achievements, possible difficulties and determine the main trends in the further development of distance technologies, the State Service for the Quality of Education of Ukraine conducted an anonymous survey of scientific and pedagogical workers and students of higher education institutions on the use of distance learning technologies in conditions of national quarantine. The survey was conducted from 23.04. to 05.05.2020. 28 391 respondents took part in the survey - 22367 students and 6024 scientific and pedagogical workers. As a result of the research, conclusions were drawn that the distance learning technologies in Ukraine and in the world are rapidly developing and are a promising tool for the provision of educational services. Thus, the introduction of quarantine during the COVID-19 coronavirus pandemic revealed not only new problems in higher education in Ukraine, but also new challenges and opportunities for higher education institutions from three points of view: for students, this is an experience of self-discipline and self-education; for teachers - the use of new methods and tools of distance learning; for structural divisions of universities, this is practical testing of the technical capabilities of distance learning; defining a clear distance learning strategy, where students not only gain knowledge, but also cooperate with teachers in a feedback mode; awareness of the need to quickly master the volume of home education.

scholarly journals The COVID-19 Pandemic: Challenges Faced and Lessons Learned Regarding Distance Learning in Lebanese Higher Education Institutions

2020 ◽  
Vol 10 (10) ◽  
pp. 1259
Author(s):  
Maha Mouchantaf
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Language Teachers ◽  
Cross Sectional ◽  
Advantages And Disadvantages ◽  
The Impact

In the past few months, due to the Covid-19 (Coronavirus) outbreak, most educational establishments in Lebanon, including schools and higher education institutions, made the transition to distance learning. This research sought to explore the impact of the Covid-19 pandemic and the challenges that it currently poses to higher education. More specifically, it aimed to evaluate the views of language teachers with regards to online teaching to better understand both its advantages and disadvantages in comparison to face-to-face education. The study also offered insight on the educator’s feedback and their presented solutions that will lead to a better experience with online learning. A quantitative cross-sectional online survey was implemented for the purpose of this study.

scholarly journals CLIL Integration Issues and Distance Learning Technologies

2021 ◽  
Vol 14 (9) ◽  
pp. 1322-1330
Author(s):  
Bakhytgul A. Zhetpisbayeva ◽  
◽  
Dmitry V. Dyakov ◽  
Saule A. Shunkeyeva ◽  
Meirzhan Syzdykov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Survey ◽  
Learning Technologies ◽  
Virtual Learning Environment ◽  
School Teachers ◽  
University Professors ◽  
Distance Learning Technologies ◽  
The Republic ◽  
Tactical Decisions

This article proposes an expert vision of the problems of applying CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of scientific research devoted to the subject analysis of the integration of CLIL learning and distance learning technologies and related problems. Diagnostics of the existing problems was carried out through an online survey of school teachers and university professors who have experience in using CLIL technology in distance learning. For example, the results of the survey have made it possible to identify an expert opinion on the compatibility of the two teaching technologies, to formulate the main problems and differentiate them in terms of school and university practice. Moreover, the analysis has established relationship problems identified with the history of the modernization of secondary and higher education, and pandemic circumstances of 2020. This also explains different level of CLIL preparedness of school teachers and university professors for the independent development of electronic content, the search for a finished educational product, and the use of educational platforms. In this context, the need for CLIL modern teachers’ training programs and effective mechanisms for their academic support is indicated. Based on the survey results, it was concluded that CLIL distance learning is viable in school and university practice. The integration of the two technologies creates an effective tool to promote the empowerment of CLIL, the development of a virtual learning environment, andemergence of a distance format of students’academic mobility. These results can be significant as a basis for making tactical decisions on the development of the resource and methodological base of CLIL distance learning in the system of secondary and higher education

scholarly journals Transformation of the pedagogical process in higher education during the quarantine

2021 ◽  
Vol 5 (S2) ◽  
pp. 215-230
Author(s):  
Tetiana O. Pakhomova ◽  
Olena S. Komova ◽  
Volodymyr V. Belia ◽  
Yurii V. Yivzhenko ◽  
Evgeny V. Demidko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Educational Process ◽  
Higher Education System ◽  
Advantages And Disadvantages ◽  
The World ◽  
Distance Learning Technologies ◽  
Life Education

The introduction of quarantine restrictions in the world has led to restrictions on many industries of both economic and social spheres of life. Education has not become an exception. The need to level the large number of students necessitated the search for alternative ways of organising educational and pedagogical processes. This is especially an issue for higher education institutions. Higher education institutions train specialists for many sectors of the economy and a significant break in the educational process due to quarantine restrictions could lead to a real collapse of the higher education system. This necessitates the search for ways to transform the pedagogical process in higher education institutions and the introduction of alternative mechanisms and methods of organising the educational process. The purpose of the study was to investigate the ways of transformation of the pedagogical process in higher education during the quarantine. A systematic algorithm for studying the transformation of the pedagogical process in conditions of quarantine and quarantine restrictions in higher education has been developed. The advantages and disadvantages of distance learning technologies of higher education have been identified. The main features of such remote technologies as Moodle, Google Classroom, and Zoom are analysed.

scholarly journals Training of teachers of higher education institutions for the use of distance learning technologies in the context of digitalization

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 605-612
Author(s):  
Iryna Astremska ◽  
Vitalii Honcharuk ◽  
Oksana Bialyk ◽  
Nataliia Horbatiuk ◽  
Yaroslav Martynyshyn ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Exploratory Research ◽  
University Teachers ◽  
Teacher Readiness ◽  
Distance Learning Technologies ◽  
Reflective Study ◽  
The University

This reflective study using exploratory research is based on a hypothesis because that the training of university teachers in the use of distance learning technologies will be effective if: the potential of distance learning technologies at the university has been determined; the essence and content of the notion "readiness of a university teacher to use distance learning technologies" are disclosed, indicators and levels of formation of the components of teacher readiness are determined university to this type of activity; the previous pedagogical conditions have been theoretically identified and experimentally substantiate. The study showed that, when conditions, means and efforts are well oriented, there are consistently satisfactory results in the use of distance learning technologies in the context of digitalization.

scholarly journals The Needs of Implementing Distance Learning in Higher Education (the Case of Uzbekistan as an Example)

2020 ◽  
Vol 6 (5) ◽  
pp. 466-470
Author(s):  
D. Sultanova ◽  
D. Nigmatova
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
New Technologies ◽  
Opportunity To Learn ◽  
Modern Society ◽  
Learning Technologies ◽  
Advantages And Disadvantages ◽  
Distance Learning Technologies

Distance education is becoming popular in a modern society. People of all ages and of different professions have an opportunity to learn from a distance. The emergence of distance learning entailed the need for the development and implementation of distance learning technologies. Like all new technologies, distance learning has certain advantages and disadvantages.

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