scholarly journals COMPARATIVE ANALYSIS OF EDUCATIONAL ACHIEVEMENTS OF STUDENTS OF FULL-TIME AND EXTRAMURAL FORMS OF STUDIES, TRAINEES FOR CHILDREN AND ELEMENTARY TEACHERS AT TRAKIA UNIVERSITY, STARA ZAGORA

2020 ◽  
Vol 1 ◽  
pp. 272-277
Author(s):  
Donka Zheleva-Terzieva
Keyword(s):  
Comparative Analysis ◽  
Elementary Teachers ◽  
Educational Environment ◽  
Skill Assessment ◽  
Comparative Characteristic ◽  
Full Time ◽  
Academic Achievements ◽  
Relative Share ◽  
Structural Differences ◽  
Time Form

Introduction: The survey carried out covered all students from the second course, specialty "Preschool and Primary School Pedagogy" at the Pedagogical Faculty of Trakia University, Stara Zagora, in full-time and extramural forms of studies. Purpose of the study: A comparative analysis of academic achievements in the subject "Sport animation in educational environment" of students of full-time and extramural forms of studying for kindergarten and elementary teachers at Thracian University, Stara Zagora. Methods: A comparative characteristic by age of the method "stem-leaf" with the purpose of reconnaissance (research) analysis of the data was performed. The statistical indicators coefficient of variation, asymmetry, excesses were used. A comparative analysis of the academic achievements of 127 students for the degree of competence after completion of the training course "Sports animation in educational environment" was carried out. The structural differences (relative share, absolute sum, integral coefficient of structural divergence, Spearman and Kendal rank correlation coefficients) between the results of the conducted knowledge verification didactic test and the pedagogical monitoring of the degree of mastered skills and demonstrated relationship at the end of the training were analyzed. Findings and results: The survey outlined the following summaries: as a whole, the structural differences between the two forms of studies in relation to the acquired knowledge are not great, but the students of full-time form of studies give in the vast majority of cases more correct answers; The "fully mastered skill" assessment is most often greater with students of full-time form of studies compared to extramural form of studies, On skills and relationships that require greater life experience and discipline, the relative share of this assessment is, in more rare cases, greater for the extramural form of studies.

scholarly journals Comparative analysis of distance and full-time forms of education at University

2021 ◽  
pp. 36-42
Author(s):  
E.M. Zakharova ◽  
◽  
S.M. Bernikov
Keyword(s):  
Distance Learning ◽  
Comparative Analysis ◽  
Positive Attitude ◽  
Educational Process ◽  
Educational Activity ◽  
Full Time ◽  
Technical Problems ◽  
Optimal Ratio ◽  
Time Form

Researched is the problem of implementing distance learning in the higher education system during the coronovirus pandemic. The results of a survey of 186 students of Kurgan State University studying in various scientific fields are considered. A comparative analysis of distance and full-time forms of education showed that half of the students of the humanities and mathematics/technical areas formed a positive attitude to the distance learning format; about a third of these students with a desire and the same number without a desire went to full-time form; they consider the ratio of 50/50% to be the optimal ratio of full-time and distance learning; and the quality of training and teaching, in their opinion, does not depend on the form of educational activity. Among the representatives of the natural science cycle, only 16% of students formed a positive attitude to distance learning and almost half of them (45%) were willing to go to full-time training; 51% believe that the motivation for learning is higher with full-time knowledge acquisition, and the optimal ratio of full-time and remote forms should be 70/30%; at the same time, in their opinion, the quality of education and teaching deteriorates in the distance. This is due, in our opinion, to the specifics of the disciplines studied. Most of the students of all training profiles (76–92%) are sure that it is easier to pass exams, pass border control, and pass certification remotely. 60–70% of all students experienced technical difficulties during the distance learning period. The main advantages of the distance form, according to students, are: the ability to study without leaving home (89–92%), in an individual mode, at a pace (88%); the ability to use hints (80–83%); no need to create a business image (78–86%). The main disadvantages: the lack of "live" communication (56–81%); technical problems (63–57%); reduced availability of material (40–70%); harm to health (40–50%), and others. The main advantages of the full-time form are: the presence of “live” communication (95%), the ability to get an explanation of a difficult question from the teacher (84–96%), the availability of perception of the material (53–76%), the completeness of participation in the educational process (60–67%), etc. Significant disadvantages of the full-time form are material costs for travel and meals at an educational institution (87–88%), loss of time due to the need to get to the place of study (85–87%), difficulties to use hints during control tests (50–75%), the need for regular preparation for classes (20–70%), and others.

scholarly journals Assessment of the effectiveness of the electronic educational environment “Moodle” by the cadets of the higher educational institution of the Ministry of Internal Affairs of Russia before and during the COVID-19 pandemic

2021 ◽  
Vol 18 (3) ◽  
pp. 212-226
Author(s):  
Egor A. Lopatin ◽  
Gennadiy S. Shkabin
Keyword(s):  
Distance Learning ◽  
Educational Institution ◽  
Educational Environment ◽  
Full Time ◽  
Electronic Information ◽  
Educational Organization ◽  
The World ◽  
Internal Affairs ◽  
Comparison Of The Results ◽  
Time Form

Problem and goal. The beginning of the COVID-19 coronavirus pandemic led to the widespread transition of universities in the country and around the world to distance learning. The analysis of available studies in Russia, South Africa, Switzerland and other countries of the world allowed to conclude that there are insufficient comparisons of assessments of the use of distance education technologies before the coronavirus pandemic and after its first waves. The article is devoted to the study of the problem of assessing the capabilities of the electronic information educational environment Moodle in the educational organization of the Ministry of Internal Affairs of Russia before and during COVID-19. Methodology. A comparison of the results of a survey among cadets of the Ryazan branch of the Vladimir Kikot Moscow University of the Ministry of Internal Affairs of Russia in 2017 and 2021 was made. Results. The empirical study revealed that after the first two waves of the pandemic and the gradual return to a more traditional full-time form of education among the cadets there are no those who rarely use the Moodle. The number of positive assessments of the effectiveness of using the Moodle and its impact on reducing the time spent on studying has increased. The article explains the identified request of students to improve the means of distance learning, in particular, in the direction of reducing complexity, increasing entertainment, reducing the time for checking materials. Conclusion. Working in an electronic information educational environment has become familiar to students, and they have come to realize the need to solve small problems. There is an ingrained understanding of the inevitability of introducing elements of distance learning into full-time education.

scholarly journals Psychological Safety of the Educational Environment of the School in the Context of Attitude to Distance Education

2020 ◽  
Author(s):  
Elvira Nurakhmatovna Gilemkhanova
Keyword(s):  
Distance Learning ◽  
Comparative Analysis ◽  
Statistical Analysis ◽  
Empirical Study ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Process ◽  
Full Time ◽  
Statistical Analysis Methods

The article describes an empirical study of the psychological safety of the educational environment in the connection with the problem of attitude to distance learning among students. The study involved 1,177 students 11–19 years old. We use comparative analysis for independent samples formed on the basis of a preference for distance or full-time learning as statistical analysis methods. The results of the study allow to analyze the role of psychological safety in ensuring the effectiveness of the educational process.

МЕЖДИСЦИПЛИНАРНОСТЬ В ПОДГОТОВКЕ КОНФЛИКТОЛОГОВ: СОСТОЯНИЕ И ПЕРСПЕКТИВЫ

2020 ◽  
Vol 15 (1) ◽  
pp. 13
Author(s):  
А. И. Стребков ◽  
А. И. Мусаев
Keyword(s):  
Conflict Resolution ◽  
Comparative Analysis ◽  
Subject Matter ◽  
Academic Program ◽  
Academic Programs ◽  
Full Time ◽  
The Us ◽  
Promotional Materials ◽  
Russian Universities ◽  
Educational Methodology

The present article concerns with the modern state of things of the conflict resolution specialists’ training in the US universities. The analysis is based on the informational and promotional materials which were picked up from the 11 American universities’ websites. The aim of the analysis was the examination of the four sections, which are: the orientation of the academic program, the content of the program or the scope of the skills, the main methodology of the academic program and the educational technologies. Together with the analysis of the US universities’ academic programs the article provides the comparative analysis of these programs with the Russian academic programs. On the back of this comparative analysis the authors come to the comprehensive conclusion according to which the specialists’ training in the field of the conflict resolution and peacebuilding in the US does not have significant differences from Russian ones and is carried out within one international academic trend in regard to its main features which are: the orientation, content, educational methodology and technologies. The key distinction of the Russian training from the American one is that the Russian academic tradition does have the core subject matter around which the whole academic program is being developed and which is the conflict. This subject matter is being taken in its entirety and the conflict resolution is considered as the closing stage of the conflict studies specialists’ training whereas the academic programs of the US universities embrace the conflict resolution as the subject matter of the academic training and therefores leaves beyond the scope of the training both the theory of the conflict and the forms practice of its manifestation in a number of the programs. The letter is peculiar to both short-term academic programs and the full-time two-year academic programs as it is accepted in the educational space of the Russian Federation. Furthermore, the authors of the article make up the conclusion of the coinciding major educational methodology which guides the academic programs of the American and Russian universities and which is developed on the principles of the interdisciplinarity.

COMPARATIVE ANALYSIS OF THE GEOMETRICAL CONTENT IN THE NEW BULGARIAN TEXTBOOKS OF MATHEMATICS FOR THIRD GRADE

2018 ◽  
Vol 28 (3) ◽  
pp. 991-996
Author(s):  
Gabriela Kirova
Keyword(s):  
Comparative Analysis ◽  
Third Grade ◽  
Obtuse Angle ◽  
Curve Beam ◽  
Mathematics Textbook ◽  
The Third ◽  
School Year ◽  
Learning Content ◽  
Relative Share ◽  
Geometric Content

Starting with 2018/2019 school year in Bulgaria, the math education in the third grade is implemented through new training kits. They were developed on the basis of the new third-grade mathematics curriculum, approved by Order No. РД 09-1093 / 25.01.2017 of the Minister of Education and Science, Annex No. 8, supplemented by Order No. РД 09-2555 / 15.06.2018 of the Minister of Education and Science. Training kits are approved by the Ministry of Education and Science and are 7 in total. Geometric learning content in new math textbooks is the second most important element after arithmetic content. It is combined with the arithmetic learning content, and by this the foundation of the successful study of geometry in the next school grades is laid. The new geometry knowledge that is included in the third grade curriculum is the following: straight line, curve, beam, angle, right angle, obtuse angle, acute angle, right triangle, acute triangle, obtuse triangle; naming geometric figures with Latin alphabet letters [11]78. It is important in a modern mathematics textbook to have a rich and varied geometric content. It is important that the new types of geometry tasks are introduced with rich visualization using a specific-inductive approach. The relative number of tasks of a given type is an important prerequisite for the successful formation and improvement of skills for solving geometric problems in pupils at the age of 9-10. This article will present a comparative analysis of the geometric content in the seven approved Bulgarian third-grade mathematics textbooks, which are used in the mass practice of this school year. For the purpose of the study, a classification of all types of tasks and exercises with geometric content has been developed. Then the tasks in the seven textbooks are systematized by the so chosen classification. The data are statistically processed taking into account the relative share of tasks of each type within a textbook, as well as a comparison between the relative shares of the geometric tasks in the different textbooks. The established differences in the number and relative share of different types of geometric tasks make it possible for the analyzed textbooks to be ranked. Such a study has not been published so far. It has a relation to the assessment of the quality of the textbooks offered. The conclusions formulated in this article can help primary teachers in their choice of textbooks to teach to their third grade students.

scholarly journals Designing a Teacher’s Handbook: Perspectives of Pre-Service Elementary Teachers Regarding Activities and Songs

2019 ◽  
Vol 12 (11) ◽  
pp. 67
Author(s):  
Oguzhan Atabek ◽  
Sabahat Burak
Keyword(s):  
Elementary Teachers ◽  
Learning Outcomes ◽  
Educational Environment ◽  
The Other ◽  
Quality Of Education ◽  
Age Group ◽  
Educational Materials ◽  
Course Materials ◽  
Printed Educational Materials

Printed educational materials such as teacher’s handbook may affect the quality of education as much as teachers, curriculum, educational environment, and the other course materials. Perspectives of eighty-two pre-service elementary teachers regarding the activities and songs included in the teacher’s handbook for music course were examined by content analysis for shedding light on the nature of the handbook and for producing knowledge about how an effective teacher’s handbook for music course may be like. Even though the question was deliberately worded to let respondents express their both positive and negative views, the number of respondents who expressed positive views and the frequency of such expressions were considerably lower compared to the negative ones. Inappropriateness for age group and learning outcomes, insufficiency for facilitating learning, requiring hard-to-attain materials, and difficulty of application raised as major concerns for both activates and songs. Additionally, activities were argued to be repetitive and lacking entertainment while songs were criticized for their rhythm, melody, lyrics, quality, and practicability in the classroom.

scholarly journals Features of the formation of educational motivation of students in a digital educational environment

2021 ◽  
Vol 102 (2) ◽  
pp. 18-25
Author(s):  
N. Serikbayeva ◽  
◽  
P. Rakhimgalieva ◽  
Zh. Suleimenova ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Psychological Factors ◽  
Academic Motivation ◽  
Digital Technologies ◽  
Digital Tools ◽  
Educational Institutions ◽  
Recent Experience ◽  
Full Time ◽  
Digital Environment ◽  
Educational Motivation

The content of the article is aimed at a comparative analysis of the level of formation of educational motivation of students in accordance with the development of digital technologies. The digitalization process will make it possible to teach students in higher educational institutions remotely and in traditional form, providing for the development of human capital. Recent experience shows that 75 % of students are proficient in using digital tools, but academic motivation to study online is low. Our research was aimed at identifying the features of the change in the level of educational motivation of students in distance online learning compared to full-time education. A comparative analysis of the features of the formation of students' motivation using psychodiagnostic methods is carried out. The results of a study of 125 university students showed that the motivation of students to study remotely differs for a number of reasons. The article describes the pedagogical and psychological factors that contribute to the formation of educational motivation of students in a digital environment, and provides a quantitative analysis of the research results.

MENTORING AS A FORM OF TEACHING ACTIVITY IN THE NEW DIGITAL EDUCATIONAL ENVIRONMENT

2021 ◽  
Vol 3 (102) ◽  
pp. 199-210
Author(s):  
ANNA V. POPOVA
Keyword(s):  
Comparative Analysis ◽  
Scientific Literature ◽  
Educational Environment ◽  
Educational Process ◽  
Training Process ◽  
Teaching Activity ◽  
Significant Difference

The article reveals the essential features of mentoring as a special type of pedagogical activity based on the concept of constructivism applying comparative analysis of individual legal acts in the field of education, as well as a thorough study of the Russian and foreign scientific literature. The author determines essential characteristics of this activity in the training process and the peculiarities of the mentor and mentee relationships. The article shows a significant difference between mentoring and coaching in the Russian educational process.

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