Mathematical analysis. Collection of problems and solutions using the Maple system

2020 ◽  
Author(s):  
Mihail Kirsanov ◽  
Ol'ga Kuznecova
Keyword(s):  
Distance Learning ◽  
Mathematical Analysis ◽  
Independent Solution ◽  
Full Time ◽  
Problems And Solutions ◽  
Part Time ◽  
Time Part ◽  
Material Conditions

The collection contains theoretical material, conditions and examples of solutions to problems with answers, as well as more than 400 test questions on mathematical analysis to control the assimilation of theoretical and practical material. All tasks and test questions can be used both for independent solution, and as control works and standard tasks for full-time, part-time and distance learning. The manual contains recommendations for using the Maple computer mathematics system for solving problems and a short guide to the main commands of this system. For students and teachers of technical and economic universities.

scholarly journals The Models of Distance Forms of Learning in National Academy of Statistics, Accounting and Audit

2017 ◽  
pp. 79-90
Author(s):  
L. V. Deryhlazov ◽  
V. M. Kukharenko ◽  
L. P. Perkhun ◽  
N. M. Tovmachenko
Keyword(s):  
Distance Learning ◽  
Education System ◽  
High Performance ◽  
Information Technologies ◽  
Full Time ◽  
Part Time ◽  
Time Part ◽  
Dynamic Version ◽  
Learning Development ◽  
Distance Courses

Finding solutions to the problems faced by the Ukrainian education system require an adequate organizing structure for education system, enabling for transition to the principle of life-long education. The best option for this is the distance learning systems (DLS), which are considered by leading Ukrainian universities as high-performance information technologies in modern education, envisaged by the National Informatization Program, with the goals of reforming higher education in Ukraine in the context of joining the European educational area. The experience of implementing DLS “Prometheus” and Moodle and the main directions of distance learning development at the National Academy of Statistics, Accounting and Audit (NASAA) are analyzed and summed up. The emphasis is made on the need to improve the skills of teachers with use of open distance courses and gradual preparation of students for the learning process in the new conditions. The structure of distance courses for different forms of education (full-time, part-time, and blended) is built. The forms of learning (face-to-face, the driver complementary, rotation model; flex model, etc.) are analyzed. The dynamic version of implementing blended learning models in NASAA using DLS “Prometheus” and Moodle is presented. It is concluded that the experience of NASAA shows that the blended form of distance learning based on Moodle platform is the most adequate to the requirements of Ukraine’s development within the framework of European education.

Comment on the Joint Academic Stage Board (JASB) Guidance

2006 ◽  
Vol 6 (1) ◽  
pp. 31-33
Author(s):  
Helen Young ◽  
Angela Donaldson
Keyword(s):  
Hong Kong ◽  
Distance Learning ◽  
Full Time ◽  
Law Schools ◽  
Degree Programme ◽  
Part Time ◽  
Time Part ◽  
The Uk ◽  
Law Degree ◽  
The Impact

Nottingham Trent University is a post-1992 University and has one of the largest full service university law schools in the UK. NTU has approximately 1300 undergraduates on our qualifying law degree programme, who are studying either full-time, part-time or via distance learning. Many of the distance learning students on our UK-based LLB actually live overseas, and we also operate a distance learning LLB degree in conjunction with the Open University Hong Kong. In this article, I will mainly concentrate on the impact of these guidelines on libraries, but will also consider the wider impact on law schools and universities as a whole.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

Experience in the organization of doctors training in the system of continuing medical education under modern conditions of the functioning of healthcare system

2021 ◽  
Vol 43 (3-4) ◽  
pp. 5-9
Author(s):  
L. S. Ovcharenko ◽  
◽  
A. O. Vertehel ◽  
I. V. Samokhin ◽  
T. G. Andrienko ◽  
...  
Keyword(s):  
Medical Education ◽  
Distance Learning ◽  
Objective Assessment ◽  
Online Communication ◽  
Educational Process ◽  
Teaching Staff ◽  
Full Time ◽  
Educational Work ◽  
Part Time ◽  
Online Distance Learning

The experience of educational work in conditions of quarantine and lockdowns allowed in practice to study the possibilities of distance learning and to form an objective assessment of it in the structure of continuous medical education (CME) for doctors. The survey participants noted the following disadvantages of online distance learning events: the lack of an opportunity to receive information that is of interest to the listener in an in-depth format and in a specific form, because the prevailing volume of videoconferences does not allow for discussions, exchange of experience, review of clinical cases, etc. Distance learning significantly limits the possibilities of practical skills and abilities, the mastering of which is up to 75% of the study time in the format of full-time and part-time education. The positive aspects, from the point of view of distance learning participants, include: the opportunity to get points for registering a teaching staff without interrupting their main work, the ability to choose topics and the modernity of information events. However, the traditional full-time and part-time forms of education also have their drawbacks, namely, for example: to travel and live in the cities where events are held in the absence of state funding for these expenses, that is, at the expense of the doctor himself. The use of innovative educational technologies, such as distance learning and online communication, in the training of doctors cannot fully replace the classical forms of education. The optimal are the combined forms of the educational process organization, which make it possible to rationally use the resource of the participants in the educational process.

THE SARS-CoV-2 PANDEMIC IN BULGARIA AND THE CHALLENGES OF REAL-TIME DISTANCE LEARNING FOR TOURISM UNIVERSITY STUDENTS

2020 ◽  
Author(s):  
Ivan Obreshkov ◽  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Real Time ◽  
Full Time ◽  
Starting Point ◽  
Part Time ◽  
Time Distance ◽  
First Time ◽  
Educational Field

The severe acute respiratory syndrome coronavirus SARS-CoV-2 pandemic brought changes in various aspects of life, including educational field. The present study reveals some of the challenges related to real-time distance learning for university students majoring in tourism in Plovdiv, Bulgaria. The study includes Bulgarian and international students in full-time and part-time bachelor's and master's tourism programs, in which real-time distance education was introduced for the first time. The current study could be a starting point for improving the organization and quality of education of Tourism students, as well as for faster overcoming of related difficulties in communication with students.

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