The Management of Teaching in Online and Blended Learning Applied in the Project “Modern Competences of Academic Teachers – the Key to Modern Higher Education Institutions” – Acronym MOCAT

2021 ◽  
Vol 29 (4) ◽  
pp. 390-401
Author(s):  
Roxana Stefanescu ◽  
◽  
Mariana Iatagan ◽  
Cristian Uta
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Training Materials ◽  
Wide Range ◽  
Academic Teachers ◽  
Academic Teacher

The management of teaching is connected and could be increased by using a wide range of different methods especially when we refer to Online and Blended learning. In the first part, the paper is aiming at reviewing the literature regarding the concepts and benefits of Online and Blended learning. Based on this considerations, 8 partner universities from 8 countries jointly developed the Project “Modern competences of academic teachers – the key to modern Higher Education Institutions (HEI)” – Acronym MOCAT. The paper underlines the goals and achievements of the MOCAT project that proposes a conceptual process to increase the management performance in teaching. The paper shows in an organized manner the main deficiencies that are altering the teaching competencies of academic teachers and in connection with this, the project offers solutions to improve the methodological competency of the teachers regarding the development and use of modern approaches. The outcomes of the project consist in the development and implementation of a Multicultural Model of an Academic Teacher Competencies and in 10 online courses that represent modern training materials in the field of teaching methodology. In the end are exposed the way the results of the project can be evaluated in time as well as the anticipated effects of the project implementation.

scholarly journals Engaging students

2020 ◽  
Author(s):  
Anita Kéri
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Involvement ◽  
Consumer Satisfaction ◽  
Higher Education Institutions ◽  
Critical Role ◽  
Teaching Quality ◽  
Teaching Methodology ◽  
Teaching Methodologies ◽  
Wide Range

Consumer satisfaction has long been a question of great interest in a wide range of fields. Existing research recognizes the critical role played by student satisfaction in higher education. It has been noted that students have changing and variable needs. A considerable amount of literature has been published on the fact that higher education institutions have to react promptly and satisfy students’ needs in order to keep their students and rankings. As student satisfaction is highly dependent on teaching quality, it is essential for higher education institutions to implement new teaching methodologies. Therefore, the aim of this paper is to analyze the concept of a teaching methodology, namely co-creation, and to examine its applicability in the field of economics. With the methodology of co-creation, teachers are able to involve students into the creation of curriculum, which might enhance student involvement and increase student satisfaction.

scholarly journals BLENDED LEARNING AS AN INNOVATIVE FORM OF THE EDUCATIONAL PROCESS ORGANIZATION IN HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 232-235
Author(s):  
Oksana Tsiuniak  ◽  
Halyna Rozlutska 
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Work Organization ◽  
Educational Process ◽  
Self Control ◽  
Educational Work ◽  
Teacher Skills ◽  
Wide Range ◽  
High Level

The article actualizes the problem of introduction blended learning in higher education institutions during the quarantine period caused by the spread of corona virus infection COVID-19. Today, the whole world is in the conditions of strict quarantine measures, and learning in isolation has become a challenge for all participants in the educational process.The authors reveal the essence of the concept "blended learning". It is proved that blended learning is an innovative form of the educational process organization in HEI, a qualitatively new approach that transforms the structure and content of education, changing the traditional roles of a teacher and applicants of higher education. It is noted that blended learning due to its versatility and availability of a wide range of learning tools forms different models. That’s why, to solve the problem of using a certain model in the educational process, the educational opportunities of each of them are considered. In addition, the authors note that blended learning makes it possible to combine digital educational resources with a variety of online services for the implementation of educational activities in higher education institutions. It is concluded that an important aspect of blended learning is the separation of educational material studied in the classroom with that which will be studied in the electronic informative-educational environment. It is also necessary clearly defined the activities that a student will perform, teaching methods in various forms of educational work organization, the system of monitoring, control and self-control. Blended learning combines two important components - knowledge, teacher skills and technological tools that allow you to organize learning at a high level.

scholarly journals CHOICE OF BLENDED LEARNING MODELS FOR HIGHER PEDAGOGICAL EDUCATION STUDENTS

2021 ◽  
Vol 28 (2) ◽  
pp. 17-21
Author(s):  
T. Sobchenko
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Problem Formulation ◽  
Theoretical Research ◽  
Learning Models ◽  
Wide Range ◽  
Pedagogical Literature ◽  
Rotation Model

Problem formulation. The development of information and computer technologies is quite rapid. The realities of today are that higher education institutions must introduce new and effective teaching methods and technologies that will help to improve the quality of education. The large-scale introduction of online technologies, various models of blended learning is relevant, which leads to fundamental changes in approaches to the organization of education in higher education institutions and in each discipline, especially the role of the audience classes and its effectiveness. Materials and methods. To address this aim, the following theoretical research methods were used in combination: analysis of pedagogical literature, systematization and generalization of research - to compare different approaches to the implementation of models of blended learning for students of higher pedagogical education. Results. The analysis of pedagogical literature and the conducted researches allowed to reveal the concept of "blended learning". Based on the existing domestic and foreign works, the existing models of blended learning are considered. The models of blended learning that are expedient to use when studying pedagogical disciplines in the institution of higher pedagogical education are analyzed, in particular "Flipped Model", "Rotation Model", "Lab Rotation Model". The advantages of using blended learning models, inverted learning models - for teachers and students are determined. Conclusions. The problem of implementing blended learning models is quite relevant and is of interest to many both scholars and practitioners. There is a wide range of models of blended learning, skillful application and combination of which makes the learning process interesting, modern and conscious, and the work of students productive, activates the educational and cognitive activities of higher education, motivates, teaches both independent and teamwork and promotes the development of creative abilities, research skills. It should be noted that the models "Flipped Model", "Rotation Model", "Lab Rotation Model" and others are tested in technical educational institutions, as well as in the teaching of exact sciences ("Physics", "Mathematics"), while in pedagogical institutions of higher education, especially in the training of future teachers of humanities, this problem requires more in-depth study and, possibly, modification of existing models.  The prospect of further research involves the study, testing and analysis of various models of blended learning for students of higher pedagogical education, including the humanities.

Consolidating The System Of Fostering Students’ Linguistic Skills At Philological Higher Education Institutions Of Specilized In Teaching English Based On The Approach Of Blended Learning

2020 ◽  
Vol 2 (09) ◽  
pp. 579-585
Author(s):  
Azizov Solijon Uchmas o’g’li
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Information Technologies ◽  
Higher Education Institutions ◽  
Teaching English ◽  
Educational Materials ◽  
Specific System ◽  
Modern Education ◽  
Linguistic Skills ◽  
Listening And Speaking

The quality and content are constantly increasing their relevance in the conditions of modern education. If quality can be understood as means and educational materials which are used in the process, the content is a sign of the diversity of these materials and a factor which takes into account the age, abilities and chances of learners. Taking into account these two important factors, the theoretical and practical bases of combining modern information technologies in improving the quality and content of the system of blended learning at philological higher education institutions of specialized in teaching English are described in detail. In addition, the paths and stages of creating a specific system that runs continuously, combining the effective and reasonable functions of social networking services (SNS) and messengers in consolidating the quality and content indicators of blended learning, are gradually illustrated. Besides that, by combining online educational materials with traditional place-based classroom methods at philological higher education institutions which are specialized in teaching English based on the approach of blended learning, the system of fostering students’ linguistic skills, such as reading, writing, listening, and speaking can be optimized and modernized according to the results of this research in the article.

Emergency remote education and smart working at three European higher education institutions

2022 ◽  
Vol 17 (6) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Remote Education ◽  
Face To Face ◽  
The World ◽  
Administrative Procedures ◽  
European Higher Education ◽  
Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

scholarly journals Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

2021 ◽  
Vol 3 (1) ◽  
pp. 17-23
Author(s):  
Tilagavati Subramaniam ◽  
Muthu Alagan Thangavelu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Virtual Learning Environment ◽  
Young Generation ◽  
Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education.  Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

scholarly journals Medical emergencies teaching in dentistry undergraduate courses in southeastern Brazil

2020 ◽  
Vol 19 ◽  
pp. e209247
Author(s):  
Luan Viana Faria ◽  
Yuri de Lima Medeiros ◽  
Danielle Fernandes Lopes ◽  
Eduardo Machado Vilela ◽  
Neuza Maria Souza Picorelli Assis
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Southeastern Brazil ◽  
Teaching Methodology ◽  
Private Institutions ◽  
Positive Aspect ◽  
Public And Private ◽  
Exact Test ◽  
Southeast Brazil ◽  
Medical Emergencies

Aim: The aim of this study is to offer an overview of the MedicalEmergencies (ME) discipline offer in Dentistry graduations insoutheastern Brazil and to observe the curricular characteristicsof the discipline when present. Methods: This cross-sectionaldocumentary study analyzed the available curricular frameworksin the official websites of Higher Education Institutions (HEI)in southeastern Brazil registered on the Ministry of Education’se-MEC website. The data were analyzed and tabulated using theGraphPad Prism 8.1.2 software, being described by absolute andrelative frequencies. Fisher’s exact test was used to compare theproportions between public and private institutions. Results:Of the 176 courses in the Southeast, 144 were included in thestudy for providing access to the curriculum, 19 (13.19%) werepublic and 125 (86.81%) were private. Only 27 (18.75%) of the HEIpresent the discipline of ME, with a greater tendency of supply inprivate HEIs (20.80%) when compared to public HEIs (5.26%),but this difference was not statistically significant (p> 0.05).As a positive aspect, the discipline is predominantly mandatory(88.88%), and the with regard to the teaching methodology ispredominantly theoretical (68.18%). The average workload is50.14 hours (SD=19.54). Conclusions: In only 18.75% of thedental institutions in Southeast Brazil, ME discipline were offered.When offered, the discipline is predominantly theoretical andmandatory. This study raises an important discussion regardingthe need to include specific and mandatory subjects on ME inthe dentistry curricula in Brazil and reflects the need to updateand standardize the national curricular guidelines for dentistry.

scholarly journals Peculiarities of the higher education development in a blended learning environment

2021 ◽  
Author(s):  
Pavlo Chervonyi ◽  
Svitlana Alieksieieva ◽  
Nadiia Senchylo-Tatlilioglu ◽  
Oleksandr Chastnyk ◽  
Nataliia Diomidova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Continuous Professional Development ◽  
Average Level ◽  
Ict Skills ◽  
Positive Effects ◽  
Ict Use ◽  
Wide Range

Since the early 2000s, the potential of blended learning has been recognized worldwide as a promising trend due to the active technology development and its integration into higher education. Blended learning in higher education is at the development stage, which explains the relevance of research into the problems of higher education transformation through the introduction of technology in pedagogy. This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey (TALIS) database containing the survey results of 7,823 educators in France and the Netherlands. Results. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for ICT use in student learning (48.4%) components inclusion. A significant level of teachers' professional development of ICT skills was revealed (44% take courses). An average level of teachers' unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% - almost not ready, 34.25 - not prepared enough). A positive correlation was established between the components of teachers' preparation for the blended learning environment and the subsequent passage of professional ICT skills development courses. It means that formal education does not guarantee the absence of the need for continuous professional development and the formation of a wide range of ICT skills. Teachers need continuous professional development and new ICT skills. The research identified a synergy of positive effects of ICT skills professional development (interaction of educators united by common problems related to blended learning, technology, etc.; borrowing new ideas, innovations, and practices during professional development; updating professional knowledge; using active shared learning; integrity of professional development structure). Teachers noted that professional development courses were specifically adjusted to their needs.

Distance Learning Courses

2012 ◽  
pp. 17-32
Author(s):  
Kelley Walters ◽  
Melanie Shaw ◽  
David Long
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Online Classes ◽  
Instructional Efficacy ◽  
Online Assessments ◽  
Available Technology ◽  
Key Terms

Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study are defined at the end of this chapter.

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