scholarly journals Antecedences of Continued Blended Learning Adoption Intentions: A Framework for Acceptance of Blended Distance Learning

2021 ◽  
Author(s):  
A. M. Mutawa ◽  
◽  
Arami M ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
University Students ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
New Technology ◽  
Kuwait University ◽  
Learning Programs ◽  
Blended Distance Learning

Some organizations face significant shifts in their teaching settings and emerging teaching developments, and new technology-driven practices. Today’s students are raised in a technologically advanced environment, unlike their predecessors. Higher education institutions must find innovative ways to serve diverse instructional requirements, learning stages, methodologies, and preferences. Many students and educators were exposed to online education during the Covid-19 pandemic and started to adapt to new behavior for the new-normal blended learning. The authors suggest a model for assessing the effectiveness of blended learning programs in higher education institutions in this paper. The model was implemented and tested on Kuwait University students.

Effects and Risks of Distance Learning in Higher Education

2020 ◽  
pp. 61-73
Author(s):  
Yu. M. Tsygalov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
New Technology ◽  
Negative Consequences ◽  
Higher Education System ◽  
First Results ◽  
Spread Of Infection ◽  
The Cost

The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings.

Promoting Digital Teaching and Learning

2019 ◽  
pp. 56-76
Author(s):  
Nicole Luongo
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
New Technology ◽  
Development Programs ◽  
Professional Development Training ◽  
Professional Development Programs ◽  
Learning Options

This chapter explores various faculty development digital teaching and learning options that higher education institutions can offer distance learning instructors. The chapter explains specific methods of providing professional development opportunities for these educators. Some of these options are connected to promotion and tenure, acquisition of new technology, and personal satisfaction. Recently developed technological rewards such as digital badges and credentials are discussed in this chapter. The author explains how nationally recognized professional development programs can enhance professional development programs by offering new options to faculty. The author recommends that higher education institutions modify their current processes for offering professional development options for faculty who design and develop distance learning courses. The chapter suggests that faculty members need specific digital teaching and learning professional development training options when designing and teaching distance learning courses.

scholarly journals ONLINE LEARNING IN THE POST-COVID EDUCATIONAL SPACE OF PEDAGOGICAL HIGHER EDUCATION

2021 ◽  
pp. 211-226
Author(s):  
A. Rastrygina ◽  
Z. Koloskova
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Higher Education Institutions ◽  
National Level ◽  
Digital Competence ◽  
Modern Music ◽  
Offline Learning ◽  
State Education

The article highlights the issues related to the need of introducing online education as an innovative form of learning in the post-COVID educational space of pedagogical educational establishments, mastering which becomes the basis for the development of specific elements of digital competence of future specialists. It was stated that in finding ways to solve problems in the system of pedagogical higher education caused by the COVID-19 pandemic and its probable continuation over a long period, scientists stressed the need to respond immediately to new circumstances and introduce distance learning using various web servers, platforms and resources, and social networks. Given the analysis of scientific sources and the results of expert verification of the feasibility of using digital assistive devices during the transition to distance learning related to quarantine measures, it is confirmed that most scientists from the world-leading universities have confirmed the effectiveness of combining common forms of offline learning with distance learning on the online platform and supported the introduction of blended learning in the post-COVID educational space of higher education institutions. The use of online learning in the post-COVID educational space of pedagogical institutions of higher education, regardless of the format of its receiving (online or offline), is standardized at the national level and confirmed in the documents of the State Education Quality Service of Ukraine. The content and forms of the distantly conducted classes are presented in the example of art subjects. Not only does it cause the change of teaching technologies in the art educational space of higher education institutions, but it also becomes an essential factor in improving the professional culture of a modern music teacher.

scholarly journals Influence of the coronavirus pandemic on the financial mechanisms of Kazakhstani universities

2021 ◽  
pp. 224-230
Author(s):  
D. A. Ashirbekova ◽  
G. Zh. Nurmukhanova
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Remote Work ◽  
Higher Education System ◽  
Training Materials ◽  
Teachers And Students

This article examines the process of transition of the higher education system to distance learning in the context of the COVID-19 pandemic. Despite the uniform transition to distance learning, higher education institutions differ in the strategy of its organization. As a result, an analysis was made of the country's higher educational institutions and the measures they have taken to transfer teachers and students to online education. The analysis highlighted a number of challenges faced by higher education institutions during the transition to a new format of distance learning, including the lack of infrastructure and material and technical base, difficulties in adapting training materials to the new format, lack of staff qualifications and experience of remote work. Taking into account the above problems, the pandemic showed the need for additional budgetary funds for the development of a digital educational environment, professional development of the teaching staff, as well as for the creation of jobs at universities for students who lost their jobs during the crisis, which allowed them to pay for tuition and related costs. Thus, given all the abovementioned difficulties in the transition to distance learning, for the full functioning of higher education institutions and to prevent a potential increase in unemployment, an increase in costs is necessary. This article also discusses proposals on the need to make appropriate changes in management and financial models in the field of education.

scholarly journals Distance education of students

2020 ◽  
Vol 6 (Extra-C) ◽  
pp. 282-291
Author(s):  
Serafima Yurievna Shumakova ◽  
Ekaterina Anatolyevna Shugaeva ◽  
Inga Konstantinovna Orlova ◽  
Artem Yuryevich Lakhtin ◽  
Sophia Ravilevna Sadekova ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
University Students ◽  
Higher Education Institutions ◽  
The Internet ◽  
Education Of Students ◽  
Humanities Students ◽  
Pedagogical Literature

The aim of the study is to reveal the typical social and psychological opportunities and limitations of distance learning via the Internet. The study of scientific-methodical and pedagogical literature on the problem of social and psychological opportunities and limitations in distance learning in higher education institutions were used. The article presents the views of scholars on the theoretical aspects of social and psychological opportunities and limitations of distance education of university students. Different aspects of students' attitude to distance learning in the conditions of coronavirus pandemic spreading have been described based on a survey of humanities students. Based on the results of the research, three groups of opportunities and limitations of distance education of students ― pedagogical, information-technological, and psychological ― as well as their content have been identified.    

scholarly journals Pedagogical Aspects Associated with the Implementation of Distance Learning in Higher Education Institutions

2021 ◽  
pp. 66-74
Author(s):  
Д.С. Иванова ◽  
О.В. Князькова ◽  
М.В. Сомова
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Teaching Methods ◽  
Information Technologies ◽  
Higher Education Institutions ◽  
Hybrid Learning ◽  
Curriculum Planning ◽  
Teachers And Students ◽  
Modern Information

В статье обоснована актуальность модернизации форм и методов обучения на современном этапе, проведен сравнительный анализ понятий «дистанционное обучение» и «онлайн-обучение». Авторы также анализируют возможности современных информационных технологий в организации образовательного процесса в дистанционной форме, возможности системы дистанционного обучения (СДО) для организации различных форм и методов учебных занятий. Представлена сравнительная характеристика наиболее популярных программных средств обеспечения видеоконференций в учебном процессе вуза. Сделан вывод об оптимальном наборе функционала Moodle и Office 365 для организации онлайн- и смешанного обучения, отмечены особенности организации образовательного процесса в MicrosoftTeams, основанные на работе в команде. Выделены методические особенности процесса планирования и разработки педагогического дизайна учебных дисциплин, реализуемых в удаленном и смешанном формате обучения в вузе. Предложена структура педагогического дизайна дистанционного курса, выполненного в системах дистанционного обучения. Сделан вывод о том, что новые требования к методическому, аппаратному и программному обеспечению образовательного процесса, с одной стороны, актуализируют необходимость повысить уровень информационной грамотности педагогов и студентов, с другой — позволяют увеличить долю виртуализации и автоматизации, что сокращает рутинную работу и нагрузку на участников учебного процесса, увеличивает производительность их труда. Комплексное использование современных информационных технологий в дистанционном, онлайн- и смешанном обучении не только не понижает уровень образования, но может и значительно повысить его качество. The article highlights the importance of modernizing teaching methods and teaching forms. It compares and juxtaposes the notions of distance learning and online education. The authors analyze the potential of modern information technologies in the distance learning process and the potential of using distance learning platforms to ensure variability of teaching methods and teaching forms. The article presents a comparative study of the most popular video conferencing software solutions used in higher education institutions. It maintains that integration of the Moodle platform and the Office 365 solution is an effective combination for both online-based and hybrid learning. The article maintains that the MicrsoftTeams application is an effective tool that enables team collaboration. The article investigates the peculiarities of curriculum planning and development in the conditions of hybrid and distance learning. It proposes guidelines for distance learning courses development. It maintains that new requirements for methodological support and education software solutions motivate teachers and students to improve their information literacy, enhance virtualization and automation of education, reduce the amount of routine operations, improve students’ performance and teachers’ efficiency. The use of modern information technologies in distance learning and hybrid learning ensures high-quality results.

scholarly journals Interactive technologies of distance learning under conditions of a pandemic

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 23-30
Author(s):  
Stanislav Ivanenko ◽  
Valeriia Tyshchenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Interactive Methods ◽  
Knowledge Generation ◽  
Theoretical Research ◽  
Speech Communication

Methodological approaches of studying the distance learning process of students in higher education institutions are evolving alongside changes that occur in the educational system and in the global space. Therefore, the systematisation of theoretical, methodological and practical factors on which the modern methodology of distance learning is based makes it possible to form new opportunities for the education system in the direction of its modernisation. One of the components is communicative competence, that is, the ability to perceive and (re)produce the information in a foreign language in accordance with the conditions of speech communication. The purpose of the study is to characterise modern interactive methods of distance learning for the organisation and management of students’ educational activities. To achieve this goal, theoretical research methods were used: analysis, systematisation, substantiation of the conceptual apparatus of the study; the formulation of its conceptual provisions and conclusions; analysis of pedagogical documentation, content analysis of curricula and methodological support of the educational process to determine the possibilities of using educational IT-technologies in distance learning. The peculiarities of the innovative technologies usage while studying foreign languages and the theoretical and methodological foundations of Physical Culture and Sports are characterised. Distance learning of different disciplines should be included in the curricula. Several innovative forms of language “warm-up” are proposed. Modern educational WEB-technologies are studied, which allows us to expand the methodological components of distance learning in higher education institutions. The most effective distance learning means in higher education institutions has been established. The application of the Case method, the interactive «science brain storm» technology, the online versions of AWWAPP and RealtimeBoard, the use of the PRES formula and the Flipped classroom methodology has been analysed. For blended learning, it is proposed to use a traditional textbook in combination with interactive online tasks – Blended Learning – using the online tool MyEnglishLab. An important aspect is that during practical classes, the Zoom software is used for fine differentiation and accurate identification of textual material. The applied innovative teaching methods, combining new and effective methods of the educational process (knowledge generation, transfer and accumulation), will contribute to the intensification and modernization of education, as a result of which the synthesis of students’ certain competencies is achieved.

scholarly journals Organization of the educational process in the conditions of distance and mixed learning in the new 2020-2021 academic year in the field of training "Journalism and information"

2020 ◽  
Vol 25 (3) ◽  
pp. 74-78
Author(s):  
Gulmira Ashirbekova ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Educational Process ◽  
Academic Year

The article raises questions about the specifics of online education in higher education institutions, new teaching methods implemented in accordance with the latest requirements. The use of digital technologies for distance learning of students lies in the importance of programs for evaluating various platforms.

scholarly journals An evaluation of Ukrainian future teachers’ of humanities readiness for e-education

2021 ◽  
pp. 1-27
Author(s):  
Vadym Tkachenko ◽  
Vadym Chychuk ◽  
Mykola Zakharevich ◽  
Yuliia Nenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Higher Education Institutions ◽  
Cognitive Activity ◽  
Learning Technologies ◽  
Learning Technology ◽  
Teachers And Students ◽  
E Learning ◽  
Distance Learning Technologies

The article focuses on the students’ readiness for online education in Ukrainian pedagogical higher education institutions, since distance learning is not only a new learning technology for teachers-to-be, but also the object of their study and further application in the pedagogical career. The study employed the authors’ questionnaires for 120 faculty members and 320 students, observations and diagnostic tests. To assess the students’ current readiness for e-learning, the following criteria were employed: independence in the acquisition of knowledge, cognitive activity, mastering methods of online education activities. Characteristics of levels of students’ readiness for e-learning are given. The need for initial training of teachers and students to use distance learning technologies is confirmed. Analysis of research data revealed mostly medium and sufficient level of teachers’-to-be independence of learning, cognitive activity and experience of application of online educational activities. Basic conceptual positions and conditions for effective e-learning in Ukrainian pedagogical higher education institutions as prerequisites for students’ readiness for e-education are described.

scholarly journals Problemy pidhotovky vchyteliv pochatkovykh klasiv u zakladakh vyshchoi osvity v umovakh dystantsiinoho ta zmishanoho navchannia [The problems of primary school teachers’ training in the conditions of distance and blended teaching in higher education establishments]

2021 ◽  
Vol 4 (2) ◽  
pp. 41-46
Author(s):  
K. B. Avramenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Primary School ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers

Background: The relevance of the study is caused by the implementation of modern information and communication technologies into the educational process of higher education institutions, that induces the appearance of new kinds and forms of its organization. Purpose: To analyze of the interpretation of the definitions of “distance learning” and “blended learning”; to identify of problems of their use in professional training of future primary school teachers at the V. O. Sukhomlynskyi Mykolaiv National University. Materials and Methods: Theoretical and empirical methods are used in the work: analysis, classification and generalization of the source base of the research; normative documentation regulating the activity of higher education institutions (educational and professional programs, curricula); experience in the educational process organizing; diagnostics of students majoring in 013 Primary education (questionnaires, observations, introspection). Results: The structure and content of “distance learning” and “blended-learning” are disclosed, considers its advantages and its efficiency. The scientific approaches principles mean and forms of organization of the process of distance learning and blended-learning while training of elementary school teachers are investigated. The advantages of using the Moodle platform at the V. O. Sukhomlynskyi Mykolaiv National University are proved. The possibility and expediency of using distance and blended learning in the process of professional training of future primary school teachers is proved. Conclusions: The development of computer and information and communication technologies, the use of distance and blended learning have significantly changed the role and place of teachers and students in the educational process in higher education institutions. Their implementation promotes the formation of professional competence of future primary school teachers.

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