scholarly journals Institutional and national challenges of teacher education in the context of the COVID-19 pandemic

2021 ◽  
Vol 7 (Extra-C) ◽  
pp. 315-326
Author(s):  
Iryna Dorozh ◽  
Oksana Bielykh ◽  
Lyudmyla Blyznyuk ◽  
Lidiia Tovkun ◽  
Nadiia Kotsur
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Regression Analysis ◽  
Distance Learning ◽  
Comparative Analysis ◽  
Quality Education ◽  
Coefficient Of Determination ◽  
Cost Of Education ◽  
The World ◽  
Learning Research

The purpose of the study is to establish the pattern of institutional and national challenges for teacher education in the context of the COVID-19 pandemic, by conducting regression analysis and research of regulations of the world, to identify challenges for teacher education and the ability to provide quality education in the context of distance learning. Research methods: systematization; comparative analysis; generalization; regression analysis. Results. After conducting a regression analysis, it was found that the value of the coefficient of determination shows that the regression model by 60% reflects the direct dependence of the availability of emergency distance education in 30 countries, based on the results of access to personal computers among students and the current cost of education. It has been established that countries such as Denmark, Switzerland, Austria, Norway and Luxembourg have a favorable climate for emergency distance education.

scholarly journals EDUCAÇÃO A DISTÂNCIA E O EDUCADOR DO SÉCULO XXI

2018 ◽  
Vol 7 (2) ◽  
pp. 43
Author(s):  
Welyda de Lucena Brasil ◽  
Maria do Socorro Ferreira Osterne
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
21St Century ◽  
Learning Process ◽  
Communication Technologies ◽  
Quality Education ◽  
Design Quality ◽  
The World ◽  
Teaching Learning

Muitos são os embates acirrados nas academias que se posicionam contra (ou a favor) da educação à distância, sem ao menos um debruçar teórico-metodológico-prático sobre os limites e possibilidades que esta modalidade pode ocasionar no processo de ensino-aprendizagem. Assim este trabalho tem como objetivo, através de uma pesquisa bibliográfica, verificar como a educação a distância está sendo percebida pelos estudiosos na literatura, para isto, autores como Belloni(2001), Demo(2007), Morin(2001), Fróes(1999); Gouvêa (2006), dentre outros, foram lidos e suas ideias apresentadas. Para melhor entendermos essa modalidade, tratamos de sua historicidade, origem, limites e possibilidades, datas e acontecimentos marcantes no mundo e no Brasil, em seguida, algumas colocações sobre a função dos educadores e/ou tutores e orientadores, e como os profissionais dessa modalidade entendem o processo ensino-aprendizagem, para que ao ensinar verdadeiramente aconteça o aprender. Outra questão importante abordada neste artigo é a linguagem das tecnologias de comunicação como um dos fatores que influenciam a performance do educador nesta modalidade de ensino. Conclui-se que o ensino a distância não é algo novo e não deve ser analisado por atitudes maniqueístas, ou seja, como algo totalmente bom ou totalmente ruim. Há necessidade de competência(s) para se desenhar um ensino de qualidade, seja à distância, ou não, para não se oferecer apenas “perfumarias” baratas para serem comercializadas, pois cada vez mais a educação está sendo um direito inalienável e essencial para a sociedade. DISTANCE EDUCATION AND THE EDUCATOR OF THE 21ST CENTURY ABSTRACT Many are the conflicts in the academies that oppose (or favor) distance education, without at least a theoretical-methodological-practical approach to the limits and possibilities that this modality can cause in the teaching-learning process. Thus, this work aims, through a bibliographical research, to verify how distance education is being perceived by scholars in the literature, for this, authors such as Belloni (2001), Demo (2007), Morin (2001), Fróes (1999) ); Gouvêa (2006), among others, were read and their ideas presented. In order to better understand this modality, we deal with its historicity, origin, limits and possibilities, dates and events in the world and in Brazil, then some positions on the role of educators and / or tutors and counselors, and how the professionals of this modality understand the teaching-learning process, so that when teaching truly happens, learning happens. Another important issue addressed in this article is the language of communication technologies as one of the factors that influence the performance of the educator in this modality of teaching. It is concluded that distance learning is not something new and should not be analyzed by Manichean attitudes, that is, as something totally good or totally bad. There is a need for competence (s) to design quality education, whether at a distance or not, so as not to offer only cheap "perfumeries" to be marketed, since education is increasingly an inalienable and essential right for the society.

Distance Education in Speech-Language Therapy

2021 ◽  
pp. 422-441
Author(s):  
Rita Alegria ◽  
Susana Vaz Freitas ◽  
Joana Rocha
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Service Delivery ◽  
Professional Services ◽  
Social Self ◽  
Language Therapy ◽  
Delivery Model ◽  
World Crisis ◽  
The World ◽  
Therapy Services

Speech-language pathologists/therapists have been using a different service delivery model known for almost 40 years as telepractice, so they can meet the growing demand for assessment, intervention, consultancy, and also distance learning in their scope of practice. As far as the authors could review, the literature highlights a number of benefits for students, teachers, parents, and stakeholders, as well as evidence for the delivery of professional services at a distance within the clinical and educational settings. There are few studies regarding the effectiveness of telepractice intervention in this field. To their knowledge, there are no European Portuguese studies. The chapter illustrates up to date international applications of telepractice and distance learning in speech-language therapy services. It has currently increased in order to respond to the world crisis related to COVID-19 in which social self-isolation and personal dislocations are being implemented, forcing this professional to adapt to this new reality.

scholarly journals Use of Distance Education by Religions of the World to Train, Edify, and Educate Adherents

2004 ◽  
Vol 5 (3) ◽  
Author(s):  
P. Clint Rogers ◽  
Scott L. Howell
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
World Wide Web ◽  
Religious Education ◽  
World Wide ◽  
Religious Institutions ◽  
Political Factors ◽  
The World ◽  
Virtual Services ◽  
And Training

<P>Islamic, Hindu, Buddhist, Baha'i, Jewish, and Christian organizations are all experimenting with distance education for various reasons and to different extents, due to religious, economic, and political factors. Religious institutions worldwide are not only turning to the World Wide Web (WWW) to place information concerning religious beliefs and provide virtual services for their constituents but are also getting more involved in formally educating their members at a distance. This paper will document some of these educational efforts and the reasons behind the expanding use of distance education by several of the major religious institutions for training, edifying, and educating their religious adherents.</P> <P><B>Keywords:</B> distance education; distance learning; religion; religious education and training; religious institutions; theology</P>

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

scholarly journals The problem of distance learning in higher educational institutions during quarantine

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 120-127
Author(s):  
Nataliia Shylina
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Distance Learning ◽  
Comparative Analysis ◽  
Social Life ◽  
Theoretical Research ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Advantages And Disadvantages ◽  
The Impact

The article is devoted to the problem of distance education, namely training and educating under conditions of the pandemic. The issue of the coronavirus epidemic, which forced the urgent restructuring of all spheres of social life of people around the world, is addressed in the article. As a result, the problem of the global transition to distance learning under severe quarantine is becoming urgent. The author analyzes domestic and foreign pedagogical experience of distance education. Among domestic authors this problem was studied by Gorbatyuk R. M, Turanov Y. O., Rak V. I., Vdovenko I. S., Bodnar S. V., Dekusar G. G., Kuznetsova O. V., Opanasenko Ya. Foreign researchers (Amanda Morin, Berman Grace, and Dubinsky Alison) are more likely to point out that distance learning is associated with many difficulties. The aim of our study was to highlight the problem of distance learning in the quarantine period, its advantages and disadvantages over traditional learning, as well as a comparative analysis of the traditional and distance forms of educational activities. In the process of solving problems, theoretical research methods were used: analysis, systematization, classification of educational and methodological literature to substantiate the theoretical and methodological foundations of research, surveys, analysis of the products of the students’ pedagogical activities. The article presents data from the study of the groups consisting of first- and fifth-year students who studied in different periods: in the first half of 2019, when the study was in classrooms, and in the first half of 2020 during the quarantine, when the study was carried out using distance education. The data according to three criteria: academic success, students’ attendance and students’ satisfaction with the learning process were analyzed by the author. A comparative analysis of the traditional and distance learning is shown in the article. Some conclusions about the ambiguity of the impact of distance learning on different contingents of students have been made.

scholarly journals Evolution of the formation of distance learning in Ukraine and the modern world

2021 ◽  
Vol 7 (3) ◽  
pp. 353-362
Author(s):  
Halyna Ponomarova ◽  
Alla Kharkivska
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Theoretical Analysis ◽  
Educational Institutions ◽  
Modern World ◽  
Empirical Methods ◽  
History Of Development ◽  
The World ◽  
History Of ◽  
Specialized Subject

The object of the research is the history of development and the didactic foundations of distance education. To implement the research, a complex of theoretical and empirical methods was used: theoretical analysis of pedagogical, psychological, methodological and specialized (subject) literature on the problem under study. In the course of the research, the following results were obtained: the world experience in the development of distance learning was studied; clarified and concretized the content of the concepts of "distance learning" and "distance learning"; the author's interpretation of the concept of "distance learning" is given; based on the analysis of domestic and foreign experience, the principles of organizing distance learning were identified and supplemented; the experience of using distance learning in higher educational institutions of Ukraine has been studied and systematized.

scholarly journals Analisys of teaching elements on technical and mathematical disciplines in modern distance education

2021 ◽  
Vol 4 (2(60)) ◽  
pp. 28-32
Author(s):  
Andrii Biziuk ◽  
Valerii Biziuk ◽  
Tetiana Shakurova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Comparative Analysis ◽  
Information Needs ◽  
Objective Assessment ◽  
Virtual Space ◽  
Distance Teaching ◽  
Modern Distance Education ◽  
Quality Of Teaching

The object of research is the quality of teaching technical and mathematical disciplines in modern distance education. One of the most problematic areas is communication, dialogue between a teacher and a student, personality problems in the teacher-student dyad, and the effectiveness of feedback. The idea of distance learning, obviously, is that the interaction between teacher and student takes place in a virtual space. The more efficiently this interaction is built by using a variety of techniques, methods, the better a teaching process. Distance teaching is essentially a person-centered form of education. This is a separate modern educational technology that provides a choice for the teacher, the ability to select educational material depending on the information needs of students. In the course of the study, the main possibilities for improving the effectiveness of feedback between the student and the teacher and the forms of implementing such communication were considered. The organizational and pedagogical conditions for the use of the system of certain elements of distance learning in the process of vocational training have been substantiated. Modern information technologies and innovative teaching methods in training specialists are described. It is proposed to use more actively such elements as an interactive whiteboard, interactive processing of students’ statements during a survey, both in the form of tests or a forum, and in the form of a «word cloud». The use of these interactive elements has proven itself in practice. As a tool for objective assessment of the level of feedback, a comparative analysis of statistical data is proposed, which concerns the distribution of marks at the beginning and at the end of the distance learning course. This data can also be interpreted as an indicator of the quality of teaching. In particular, the analysis of school preparation of students for mastering mathematical disciplines in higher education was carried out. Comparative analysis substantiated, in particular, the need for additional classes for students with poor preparation.

scholarly journals WEB TECHNOLOGY OF USING VIDEO CAPTURE PROGRAMS IN THE PREPARATION OF EDUCATIONAL MATERIALS FOR DISTANCE LEARNING

2020 ◽  
Vol 2 (2) ◽  
pp. 28-31
Author(s):  
O. IVANOV ◽  
◽  
V. KOROLCHUK ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Rural Areas ◽  
Subject Area ◽  
Successful Implementation ◽  
Educational Materials ◽  
Electronic Communications ◽  
Advantages And Disadvantages ◽  
The World

Promising areas for improving the education system, and with the advent of coronavirus online mode has become critical in education, in this regard are at home. Schools have started using Zoom software, and the role of the modular learning environment has grown significantly. At the same time, many problems were identified, such as the lack of Internet access for students from rural areas or disadvantaged families, which has become an obstacle to learning and access to educational materials. In response, the United Nations Educational, Scientific and Cultural Organization has made a number of recommendations for distance learning. Modern distance education is an extensive system of knowledge transfer at a distance using various tools and technologies, the result of which is the receipt by users of the necessary information for its successful implementation in practice. There are a variety of ways to disseminate knowledge today: mailing books, writing assignments, audio and video discs, telephone consultations, and virtually limitless possibilities of the World Wide Web. The use of distance learning methods allows to provide educational services of various kinds in remote areas, to teach without interruption from the main activity, to teach people with disabilities, to have access to educational resources of the world through the use of modern electronic communications. In today's world, education plays a key role in people's lives, which makes it necessary to constantly develop teaching methods, including distance learning. The coronavirus pandemic has revealed many shortcomings of distance education, as well as the absolute unpreparedness of students and educational institutions for this form of education. That is why it is important to develop this industry now in order to further provide comfortable education for both Ukrainian and foreign students and to ensure that in the future the education system will be ready for situations similar to the coronavirus pandemic. The article is written to assess the advantages and disadvantages of distance learning, its necessity, analysis of the requirements for distance learning materials. Prospects of technologies of multimedia representation of researched objects, processes, phenomena, adequate modeling of the subject area, and their realization.

scholarly journals FEATURES OF DISTANCE LEARNING IN HIGHER EDUCATION IN THE CONVENTION OF THE COVID-19 PANDEMIC

2021 ◽  
Vol I (81) ◽  
pp. 129-144
Author(s):  
Konon Bagrii ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Educational Process ◽  
Educational Services ◽  
Technical Equipment ◽  
Higher Education System ◽  
Critical Situation ◽  
The World

Today, the system of higher education around the world continues to take measures to effectively organize educational activities in the context of the COVID-19 pandemic. All METHODS OF TEACHING AT HIGHER EDUCATIONAL ESTABLISHMENTS Issue I (81), 2021 131 countries of the world had to face unexpected difficulties in connection with the introduction of self-isolation. The higher education system was "on the front lines" with a large number of people. The closure of higher education institutions and the emergency transition to distance learning have led to obvious problems, mainly due to insufficient technical equipment, lack or poor preparation of both teachers and students to work in the new environment. These and other problems pose another challenge to the higher education system in a critical situation. At the same time, along with the obvious challenges and problems, the new format of distance learning provides a wide range of opportunities and prospects for change and improvement of educational systems, for which the critical situation creates forced conditions. The article substantiates the importance of effective distance learning in higher education in the context of the COVID-19 pandemic and outlines the main problems of the individual in the relationship "teacher-student" in quarantine. The current stage of informatization of society cannot be imagined without the introduction of information and communication technologies in all parts of the education system, educational institutions and government. These technologies are especially relevant in quarantine, as they allow you to implement distance learning. It is also important that distance education expands and renews the role of the teacher, makes him a mentor-consultant who should coordinate the cognitive process, constantly improve the courses he teaches, and increase creativity and skills in accordance with innovations and innovations. During distance education, there is also a positive impact on higher education: increasing their creative and intellectual potential through self-organization, the desire for knowledge, the use of modern information and telecommunications technologies, the ability to make responsible decisions. The analysis of the research devoted to distance educational process, has allowed to reveal its other basic features, in particular: orientation on independent cognitive activity; significant potential opportunities for distance learning to intensify educational and cognitive activities; the possibility of organizing open learning, expanding the audience of consumers of educational services; integration of world educational services; reduction, under certain conditions, of material costs for the organization and implementation of the learning process.

Distance Education from Religions of the World

2011 ◽  
pp. 2511-2516
Author(s):  
P. Clint Rogers ◽  
Scott L. Howell
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Theological Education ◽  
International Institutions ◽  
Learning Opportunities ◽  
Original Research ◽  
Religious Institutions ◽  
World Religions ◽  
Universities And Colleges ◽  
The World

nternationally, religious institutions are developing distance learning for a variety of reasons and purposes. The religious applications of distance learning comprise three main areas: extending the reach of theological education (primarily for the training of clergy), expanding opportunities for higher education from religious-sponsored universities and colleges, and facilitating other lifelong learning opportunities for members of the laity. Although Amos noted in 1999 that “little has been written and published on distance education in North American theological education” (p. 126), that is still the case today. Despite an expanding usage of distance learning by religious institutions, there has been little published on any of these international efforts. Accordingly, this article is a synthesis of original research, the authors having contacted leaders and academics from international institutions affiliated with major world religions to discover more about their various applications of distance learning.

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