Distance education in the Turkish secondary education system

1994 ◽  
Vol 42 (4) ◽  
pp. 116-119 ◽  
Author(s):  
Feyzi Uluğ
Keyword(s):  
Distance Education ◽  
Secondary Education ◽  
Education System

scholarly journals Change Life to Online: Pedagogical Relationship in Pandemic Time

2021 ◽  
pp. 494-502
Author(s):  
Ana Mouraz ◽  
Ana Nobre
Keyword(s):  
Distance Education ◽  
Secondary Education ◽  
Education System ◽  
Pedagogical Practices ◽  
Construction Of Knowledge ◽  
Pedagogical Relationship ◽  
Distance Education System

Suddenly, the distance education system, which had been created to reach audiences traditionally without access to on-site teaching offers, became the norm. Teachers and Schools had to face this important question from day to night: how to continue to educate, share knowledge, help students and motivate them in the construction of knowledge? The purpose of this communication is to reflect on the effects of the schools closure, due to pandemic, on the pedagogical practices of teachers, namely on the pedagogical relationship. 59 Portuguese teachers of basic and secondary education were questioned, in a casual sample, but diversified in terms of the subjects they teach.The data obtained allow to conclude that despite all the constraints, the pedagogical relationship was maintained and even came out reinforced from the confinement experience.

Problems of education in the post-industrial era

2021 ◽  
pp. 65-79
Author(s):  
Vladimir Artamonov ◽  
Elena Artamonova
Keyword(s):  
Complex System ◽  
Distance Education ◽  
Education System ◽  
Corporate Education ◽  
Industrial Education ◽  
New Approaches ◽  
Life Long Learning ◽  
Key Concepts ◽  
Changing Roles ◽  
Post Industrial

Considering the problems of education in the post-industrial era, the authors present the key concepts and make an attempt to describe the post-industrial reality as a volatile and complex system. Тhe authors discuss new approaches in technical and corporate education. A model of the development of «post-industrial education» is proposed, which helps to understand the main trends and challenges that await the education system in the future. The problems of «post-visual reality» and distance education are discussed, technical and organizational methods of its implementation are considered. In accordance with the concept of «life-long learning», conclusions are drawn about the changing roles of students and teachers.

scholarly journals UNDERGRADUATE STUDENTS’ VIEWS ABOUT EMERGENCY DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Gürhan Durak ◽  
Serkan Çankaya
Keyword(s):  
Distance Education ◽  
University Students ◽  
Undergraduate Students ◽  
Education System ◽  
Diffusion Of Innovations ◽  
Performance Comparison ◽  
Integrated System ◽  
Online Questionnaire ◽  
Almost All ◽  
Distance Education System

With the Covid-19 pandemic, which was effective all over the world in early 2020, emergency distance education applications started. Universities in Turkey also suffered from this situation and quickly started their own distance education applications using their own facilities. Different applications carried out by universities have had different reflections upon education. For example, while some universities provided compulsory live classes, some universities did not. Students are the most important component of this process. In this respect, the purpose of this study was to examine university students' views about emergency distance education during the Covid-19 pandemic. In this qualitatively designed study, 32 students from 4 different universities were asked for their views. An online questionnaire form made up of open-ended questions was used as the data collection tool. The data were analyzed using the content analysis method, and the themes were created. As a result, two of the four universities used the software of Microsoft Teams as a distance education system, while others preferred the software of Moodle and ALMS. It could be said that the students who used Microsoft Teams, which is an integrated system where live lessons can be held, were more satisfied in this process. In addition, the students' views about the distance education system, the positive and negative aspects of the system, live course practices, communication with the instructor, getting feedback, socialization, motivation, academic performance, comparison with traditional teaching, etc. were reported and interpreted within the scope of the theories of Uses and Gratifications and Diffusion of Innovations. It was seen that among the university students almost all of whom were anxious before the distance education, the worries of those who took live lessons and used an integrated system were completely removed. In this respect, within the scope of the distance education system, it could be stated that the elements of live lessons and interaction have great importance for students. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

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