scholarly journals ON THE ISSUE OF ORGANIZING PREPARATION AND CONDUCTING DISCUSSIONS IN GERMAN ON LEGAL TOPICS DUE TO THE ACTIVE INVOLVEMENT OF STUDENTS IN THE COLLECTIVE SEARCH FOR TRUTH IN THE CONTEXT OF THE TRANSITION TO A DISTANCE LEARNING FORMAT

2021 ◽  
Author(s):  
Irina Kruse
Keyword(s):  
Distance Learning ◽  
Active Involvement

scholarly journals Digital Student Conference Platform Implementation: The case study of the “Research Project” course

2016 ◽  
Vol 12 (2) ◽  
pp. 5 ◽  
Author(s):  
Vasileios Orfanakis ◽  
Stamatios Papadakis ◽  
Michail Kalogiannakis ◽  
Maria Ampartzaki ◽  
Kostas Vassilakis
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Rapid Development ◽  
Research Project ◽  
Digital Platform ◽  
Educational Methods ◽  
Active Involvement ◽  
Digital Ecosystem

Today, during the ‘fourth industrial revolution’ which is led by the Internet and the digital ecosystem it creates, schools are expected to achieve the development of not only the functional skills of literacy and numeracy but also of general knowledge. The apparent inadequacy of the standardized education system to respond to the needs and interests of 21st-century students urges researchers to adopt new forms of teaching as meaningful and high-quality teaching requires a more active use of innovative educational methods and tools. With the rapid development of IT globally, there is a tendency to utilize the capabilities of e-learning as a mode of distance learning since itcan function both independently of and in conjunction with conventional teaching. The varied applications of Web 2.0 tools create new possibilities in the educational sector. It provides the ability to develop innovative educational methods that transform students from passive recipients of information to knowledge creators through an active involvement in the learning process often within a modern interactive environment. This study presents the results of the implementation of a teaching intervention, with the use of a flexible and student-centered web system developed and used as complementary to the ‘Research Project’ course during the first term of the 2015-2016 school year. The ultimate goal of this effort was to highlight and consequently incorporate the use of a digital platform for student conferences which we implemented in schools as a means to research, learning, and skill development. The students had the opportunity to participate in a digital community which employed distance learning tools for communication, cooperation, and learning during a digital conference in which they had leading roles as writers and reviewers. The initial results of the pilot study indicated that the use of the digital platform increased the interest of students, supported the development of various skills and contributed to the overall improvement of the teaching and learning process.

scholarly journals Skills of distance teaching of physiology to students of Bukovina State Medical University

2021 ◽  
Vol 30 (2) ◽  
pp. 107-109
Author(s):  
Inga Tymofiychuk ◽  
Svetlana Semenenko
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Medical Information ◽  
Clinical Medicine ◽  
Transfer Of Knowledge ◽  
Distance Teaching ◽  
Active Involvement ◽  
Modern Computer ◽  
The University ◽  
Medical University

The use of information technology in teaching process has increased, especially in the last decade. Modern computer programs allow for the transfer of knowledge and access to a variety of educational information, and new ones technologies such as interactive e-learning manuals, multimedia content, Internet, contribute to more active involvement of students in the process teaching. Distance learning has not gone unnoticed and medicine. The purpose of the article is to reveal achievements and problems distance teaching of theoretical disciplines in Bukovynian State Medical University, already has been working with a distance learning server for more than 10 years "Moodle", which over the years of its existence constantly is improving. The novelty of the article is to find out the reasons popularity of the resource among students, because it is known that students-physicians are primarily trying to obtain information in Moodle. On the server there are: methodical materials for training, lecture material, textbooks, calendar plans, guides for students, information about working off, results of working off of the missed employment. The methodology of the article includes comparative and analyticalmethods of assessing the achievements and problems of distance learning subject "Physiology" to students of BSMU. Our task the study began to draw intermediate conclusions about the shortcomings and advantages of distance learning in the study of physiology 2nd year students of BSMU. Conclusions. Department of Physiology BSMU has gained some experience during teaching distance learning. The staff of the department in progress teaching, improved computer skills, have been updated and enhanced Moodle servers. Distance learning reduces learning time due to communication speed teacher and student. Access to medical information is significant expanded and it is possible to use all forms of learning, c including independent work in the electronic library. IN in rural areas an electronic medical library can become one of the most effective uses information progress in clinical medicine. Timely and prompt implementation of distance learning in medical university allowed to interest students and in as a result, to develop a distance learning format into a single one information and educational environment of the university, to expand electronic educational and methodical base of the university andpreserve the former educational potential. The disadvantage distance learning is the impossibility of acquiring and practice manual skills and perform various medical manipulations under the control of the teacher that is the basis of quality training in medical universities.

scholarly journals USE OF MODERN INFORMATION TECHNOLOGIES IN THE DISTANCE LEARNING

2021 ◽  
Vol 1 (38) ◽  
pp. 166-171
Author(s):  
V. Shevchenko ◽  
K. Levchuk
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Information Technologies ◽  
User Authentication ◽  
Computer Training ◽  
Learning Technologies ◽  
Active Involvement ◽  
Advantages And Disadvantages ◽  
Teaching Aids ◽  
New Information

Currently, the number of applicants who prefer distance education is growing every year. This form of learning reflects all the inherent components of the learning process such as goals, content, methods, organizational forms and means of learning. The widespread demands for this form of education and the modern realities caused by the COVID-19 pandemic have created the need the development and implementation of distance learning technologies. Ensuring educational dialogue in distance learning is done with the help of telecommunication technologies. The main technologies most widely used in this form of education include a variety of video lectures, electronic multimedia textbooks, computer training and testing systems, and other. In this article the new information technologies used in the process of distance learning discussed in detail. Although we discussed advantages and disadvantages of the new information technologies. In addition, distance learning using Internet technologies is gaining more and more popularity. The Internet has a number of specific features (openness, accessibility, variability, interactivity) that must be considered when designing, creating and conducting distance learning courses. The main strengths of this form of learning, in our opinion, are flexibility, modularity, accessibility, cost-effectiveness, mobility and manufacturability. Weaknesses include the lack of direct face-to-face communication, the mandatory availability of a personal computer and access to Internet resources, the problem of user authentication when testing knowledge, the high complexity of developing distance learning courses and others. Also considered are the main models the organization of distance learning, which are used in the leading universities in the world. These include: consortium, franchising, validation, distance audiences, projects, and open learning. Thus, despite the weaknesses, modern computer telecommunications is able to provide knowledge transfer and access to various educational information equally, and sometimes much more effectively than traditional teaching aids. A variety of educational technologies can not only ensure the active involvement of students in the learning process, but also allow you to manage this process, unlike most traditional learning environments.

scholarly journals Convergent teaching strategies towards the development of specific competencies in the discipline of Science, the primary stage of education

2020 ◽  
Vol 45 (2) ◽  
pp. 23-36
Author(s):  
Zinaida Galben-Panciuc
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching Strategies ◽  
Information Technologies ◽  
Good Practice ◽  
Further Education ◽  
Educational Process ◽  
Active Involvement ◽  
Constructivist Model ◽  
Information And Communication

Today, more than ever, we are aware of the essential role of Information and Communication Technologies (ICT) in extreme situations. These have facilitated (more or less) our access to further education in the harsh conditions of the „Covid-19” pandemic. Through information technologies, it has been possible to achieve distance learning, the emphasis being on the constructivist model of learning, the active involvement of the student, the involvement of parents, the cooperation of all educational actors. Changing teaching strategies to achieve a qualitative educational process is a priority and requires sustained effort from all communities to develop the connection between learning and life. This article addresses issues regarding the application of active-participatory teaching strategies, information technologies for distance learning, ensuring the realization of the concept of life-long learning, based on technology. Examples of good practice are also presented.

Effect of brefeldin A (BFA) on the unique surface coat of pulmonary intravascular macrophages (PIMs) of sheep: Ultrastructural and cytochemical study

1993 ◽  
Vol 51 ◽  
pp. 18-19
Author(s):  
Baljit Singh
Keyword(s):  
Brefeldin A ◽  
Ultrastructural Feature ◽  
Surface Coat ◽  
Anterograde Transport ◽  
Cytochemical Study ◽  
Active Involvement ◽  
Electron Lucent ◽  
Pulmonary Intravascular Macrophages ◽  
Unique Surface

The PIM of sheep, calf, goat and horse has a characteristic ultrastructural feature in the form of a unique, heparin sensitive, globular surface coat present around the plasma membrane with an intervening electron lucent space of 32-40 nm. We previously showed the active involvement of this surface coat in the phagocytosis of tracer material like monastral blue and cationized ferritin. The surface coat is capable of reconstitution in vivo following disruption with heparin. The present study was aimed to investigate whether PIM is the source of surface coat or not. In the recent years the BFA has been extensively used to understand the secretory pathways in the cells because of its ability to cause a rapid and reversible block to the anterograde transport of proteins from the endoplasmic reticulum to the Golgi.Sheep (n=6) were weighed, their plasma volume was calculated indirectly and based on which a sufficient single intravenous dose of BFA was given so as to reach a concentration of 4-5 microgram/ml of plasma.

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
Author(s):  
Marlys Mitchell ◽  
Carolyn Evans ◽  
John Bernard
Keyword(s):  
Mentally Retarded ◽  
Chronological Age ◽  
Age Group ◽  
Achievement Gains ◽  
Active Involvement ◽  
Mentally Retarded Children ◽  
Locative Prepositions ◽  
Major Factors ◽  
Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

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