scholarly journals MODERN THEORETICAL AND PRACTICAL ASPECTS OF DISTANCE LEARNING IN INSTITUTIONS OF PROFESSIONAL PRE-HIGHER EDUCATION

2020 ◽  
pp. 29-40
Author(s):  
Yu. V. Arbuzova ◽  
T. Ye. Bahmet
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Management System ◽  
Educational Process ◽  
Remote Access ◽  
Practical Training ◽  
Education Development ◽  
E Learning ◽  
Special Respect

The current modern requirements are distance education. Distance education is an opportunity to study and receive the necessary knowledge remotely from the school at any convenient time. Regardless of how distance education is implemented, different countries have their own peculiarities of its use at the level of secondary and higher education. Such training programs are especially useful for many people who, due to financial, physical or geographical circumstances, do not have the opportunity to receive traditional education. Thus, distance learning provides an opportunity to gain equal access to quality education. Other names for distance learning include “open education”, “e‑learning”, “virtual learning” and so on. The Regulations on Distance Education and the Concept of Distance Education Development in Ukraine regulate the rights and responsibilities of participants in the educational process. Distance learning has a number of undeniable advantages. In particular, the student can study at a time convenient to him, the usual environment and at a relatively autonomous pace. The statute has the meaning of the understanding “distance education”; problems, the formation of the methods of interaction to provide education with victories from the hour of remote access. There are platforms designed to enable Ukrainian students, regardless of location, to obtain a quality Ukrainian education. An analysis has been carried out and the main re-runs of distance courses have been determined. The authors have provided information about the practical training management system for electronic science (learning management system, LMS) Moodle at the initial process of the Kherson Polytechnic Faculty College of the Odessa National Polytechnic University. There are also recommendations for advancing the effectiveness of remote sensing, and special respect is given to diagnostics and knowledge of education.

scholarly journals USING LMS MOODLE WHEN CONDUCTING OF TRAINING PRACTICE IN BOTANY

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
I.L DROZDOVA ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Educational Programs ◽  
Educational Process ◽  
Federal State ◽  
Practical Training ◽  
Full Time ◽  
Training Course ◽  
E Learning

Modern higher education (including pharmaceutical) is inextricably linked with the use of new information and communication technologies in the educational process. In the current conditions, the question arose about the implementation of educational programs in accordance with the federal state educational programs of higher education with the help of mixed (hybrid) training, which involves a combination of traditional (full-time) and distance learning. One of the forms of e-learning used as part of hybrid learning is Learning Management Systems (LMS), created on the basis of Internet technologies. LMS MOODLE is most often used in Russian universities. At Kursk State Medical University, the LMS MOODLE system has been actively used for many years as a platform for distance learning in the organization of continuing medical education courses. At the Faculty of Pharmacy, LMS MOODLE was used in organizing and conducting training practices in botany. To organize and conduct practical training in the LMS MOODLE system, a training course «Educational field practice in botany» was created. For each day, separate sections were organized, in which the necessary information for students was placed. In general, the following LMS MOODLE elements were used to create a training course on educational practice: «SCORM Package», «Test», «Task», «Hyperlink», «File», «Folder», «Forum», «Chat». Analysis of the use of LMS MOODLE showed that this system can be used quite successfully for the organization of the educational process as an element of e-learning and allows you to control the assimilation of educational material.

scholarly journals Remote education development trends during pandemic in Russia

2020 ◽  
Vol 11 (31) ◽  
pp. 536-549
Author(s):  
Elena E. Kabanova ◽  
Ekaterina A. Vetrova ◽  
Tatiana A. Evstratova ◽  
Liudmila E. Radchenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Large Scale ◽  
Management Practices ◽  
Learning Technologies ◽  
Educational Process ◽  
Education Development ◽  
Higher Education System ◽  
E Learning ◽  
Distance Learning Technologies

Currently, the higher education system in Russia is in the midst of rapid changes associated with the fundamental problems of organizing the educational process during a pandemic. The pandemic of the new coronavirus infection COVID-19 in 2020 affected the educational system around the world, causing the massive closure of higher education institutions. Among the management practices of Russian universities related to the provision of security for students and staff, key decisions and recommendations based on a large-scale transition to the use of e-learning, distance learning technologies and the transition to a distance learning format, which has changed the usual way of life of university students and teachers. The objective of this research is to evaluate the transition of the educational process to distance education in the context of the pandemic, to identify the factors that hinder the development of learning. The research method is a questionnaire survey on distance learning using distance technologies in higher education. The results indicate that the development of a new model of education in universities can find resistance to external challenges and to a more productive way for economic and social development.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals Accessibility of Microsoft Teams and Moodle Services for the Implementation of E-Learning for Students with Disabilities in Institutions of Higher Education in Ukraine

2021 ◽  
pp. 33-42
Author(s):  
Oksana Khomik ◽  
Nataliia Bielikova ◽  
Svitlana Indyka ◽  
Oksana Kovalchuk ◽  
Viktor Halan-Vlashchuk
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Physical Education ◽  
Students With Disabilities ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Persons With Disabilities ◽  
Adaptive Physical Education ◽  
E Learning

The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.

scholarly journals University students’ education by means of online technologies

2020 ◽  
Vol 22 (7) ◽  
pp. 125-147
Author(s):  
T. T. Kaverzneva ◽  
N. A. Leonova ◽  
C. V. Pshenichnaya ◽  
S. A. Sogonov ◽  
D. A. Lisachenko
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Online Training ◽  
Educational Process ◽  
Practical Training ◽  
Training Format ◽  
Effective Use ◽  
Further Development

Introduction. During the past ten years the important changes in educational programs of higher education point out the transition from the traditional live lecture form to the distance learning form (the online training format). Training for innovative engineering activities requires to involve students in the online training format and to explore its applicability.The aim of the present article is to identify the areas of the effective use of the online training format in the educational process for high school institutions and the prospects of further development of the distance learning.Methodology and research methods. In this article, an integration of theoretical and practical training of the innovative engineering with the methods of the analysis and synthesis, a pedagogical experiment and mathematical statistics were used.Results. The areas of use of the online learning in the field of traditional and innovative formats of training have been identified. A subsystem of storage of the information on the course of educational activities is suggested. A high efficiency of the distance learning application is confirmed by the results of a pedagogical experiment within the unified programs for a wide audience of students and persons having the right to an individual work schedule.Scientific novelty. The performed research contributes to identify the framework of the effective use of the online learning at higher education institutions. The suggested form of storage of the information on the education process events in a separate subsystem allow for processing and generalising the data with the use of the BigData and DataMining technologies.Practical significance. Further development of the research presented in this article might be focused on the establishment of numerical relations when using various education formats within various disciplines providing the greatest effect when training students at higher education institutions.

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

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 Impact of professional self-improvement on the effectiveness of teachers in distance education

2021 ◽  
Vol 14 (33) ◽  
pp. e16159
Author(s):  
Marina Nikolaevna Vrazhnova ◽  
Mark Socratovich Anastasov ◽  
Galina Yurievna Nikiporets-Takigawa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Learning System ◽  
Survey Method ◽  
Successful Work ◽  
Before And After ◽  
Professional Self

Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’s activities, as well as the requirements and conditions for their successful work. Working online expands and renews the teacher’s role, makes them a mentor-consultant who coordinates the cognitive process, constantly improving their course and increasing creativity and qualifications in accordance with innovations. Based on empirical research using the survey method, the dynamics of teachers’ readiness to work online before and after passing the interdisciplinary course “Distance Education Technologies in the Educational Process of the University” were determined. Positive results in the formation of teachers’ readiness to work online after completing the course were obtained. The study concluded that the readiness of teachers to work remotely can be increased if the appropriate educational and methodological support is developed and implemented in higher education institutions, which will lead to an increase in the effectiveness of teachers’ work.

scholarly journals FEATURES OF DISTANCE LEARNING IN HIGHER EDUCATION IN THE CONVENTION OF THE COVID-19 PANDEMIC

2021 ◽  
Vol I (81) ◽  
pp. 129-144
Author(s):  
Konon Bagrii ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Educational Process ◽  
Educational Services ◽  
Technical Equipment ◽  
Higher Education System ◽  
Critical Situation ◽  
The World

Today, the system of higher education around the world continues to take measures to effectively organize educational activities in the context of the COVID-19 pandemic. All METHODS OF TEACHING AT HIGHER EDUCATIONAL ESTABLISHMENTS Issue I (81), 2021 131 countries of the world had to face unexpected difficulties in connection with the introduction of self-isolation. The higher education system was "on the front lines" with a large number of people. The closure of higher education institutions and the emergency transition to distance learning have led to obvious problems, mainly due to insufficient technical equipment, lack or poor preparation of both teachers and students to work in the new environment. These and other problems pose another challenge to the higher education system in a critical situation. At the same time, along with the obvious challenges and problems, the new format of distance learning provides a wide range of opportunities and prospects for change and improvement of educational systems, for which the critical situation creates forced conditions. The article substantiates the importance of effective distance learning in higher education in the context of the COVID-19 pandemic and outlines the main problems of the individual in the relationship "teacher-student" in quarantine. The current stage of informatization of society cannot be imagined without the introduction of information and communication technologies in all parts of the education system, educational institutions and government. These technologies are especially relevant in quarantine, as they allow you to implement distance learning. It is also important that distance education expands and renews the role of the teacher, makes him a mentor-consultant who should coordinate the cognitive process, constantly improve the courses he teaches, and increase creativity and skills in accordance with innovations and innovations. During distance education, there is also a positive impact on higher education: increasing their creative and intellectual potential through self-organization, the desire for knowledge, the use of modern information and telecommunications technologies, the ability to make responsible decisions. The analysis of the research devoted to distance educational process, has allowed to reveal its other basic features, in particular: orientation on independent cognitive activity; significant potential opportunities for distance learning to intensify educational and cognitive activities; the possibility of organizing open learning, expanding the audience of consumers of educational services; integration of world educational services; reduction, under certain conditions, of material costs for the organization and implementation of the learning process.

EDUCATION OF THE FUTURE: COLLABORATION OF ONLINE AND OFFLINE EDUCATION. CHALLENGES AND PROSPECTS

2020 ◽  
Vol 13 (4) ◽  
pp. 125-135
Author(s):  
E.A. Gadzhieva ◽  
◽  
S.A. Arutyunyan ◽  
N.V. Solovieva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Work Performance ◽  
Lower Cost ◽  
Modern Society ◽  
Educational Process ◽  
Open Education ◽  
Remote Work ◽  
E Learning

The changes taking place in the postindustrial society impose requirements on the introduction of fast and cheap ways of generating and transferring knowledge. E-learning seems to be the tool that can solve this serious problem of modern society in the context of digitalization. The catalyst for the development of open education is the crisis that the system of traditional higher education is currently experiencing. In the study carried out by the authors, the crisis processes in modern higher education have been studied and the existing tendencies to overcome them have been identified. Based on the analysis of the essence of open education, its strengths and the problem field, the authors concluded that the research of the collaboration of online and offline education and management of this system becomes a priority within the framework of the problem under study, which contributes to the innovative nature of the development of higher education. schools. According to the authors, it is the collaboration of online and offline education that will solve a large number of methodological, organizational, and financial problems arising in distance learning. At the same time, in order to use the advantages of online learning, such as mobility, convenience, maximum personalization, openness and accessibility, lower cost, remote work performance, it seems necessary to change the conditions and opportunities for interaction between participants in the educational process.

Sign in / Sign up

Export Citation Format

Share Document