Development Of Distance Learning Courses Research Articles

Methodology for Constructing and Using a Mathematical Model for Assessing Labor Costs for the Development of Distance Learning Courses

Distance learning plays a significant role in solving the problem of the sustainable development of society. Unfortunately, the development and implementation of distance courses are still carried out intuitively, which does not allow practical implementation of effective mathematics methods and slows down the introduction of breakthrough technologies. The aim of the research was to develop a new model and a methodology for assessing the labor costs of designing distance learning courses by university teachers based on a comprehensive assessment of the courses’ quality. The suggested model originally extends the constructive cost evaluation model already used in IT industry. The developed criteria make it possible to assess labor costs in relation to the quality of course development. The paper provides and analyzes such calculations on the example of courses in the theory of algorithms and programming.

ДИДАКТИЧНІ ЗАСАДИ ЕЛЕКТРОННО-ОСВІТНЬОЇ ПЛАТФОРМИ MOODLE ПРИ ВИВЧЕННІ НІМЕЦЬКОЇ МОВИ ЯК ДРУГОЇ ІНОЗЕМНОЇ

The article considers the didactic principles of the organization of blended learning in the study of German as a second foreign language at the Department of Applied Linguistics of the National University "Lviv Polytechnic". The authors generalized the experience of domestic and foreign researchers on the implementation of blended learning and technology for the development of distance learning courses in the virtual learning environment Moodle. The courses on speech practice, practical grammar, translation disciplines placed on this platform meet the basic methodical requirements for conducting blended and distance learning, take into account the individual trajectory of study, enable interactive interaction between teacher and student; contribute to the formation of communicative sociolinguistic competence of students. The electronic platform Moodle has great potential for the implementation of a comprehensive system of monitoring and evaluation of knowledge and skills of students. Test tasks meet such didactic requirements as accessibility, speed, objectivity, transparency, validity, compliance with the current pace of information flow, etc. With the help of the program-editor of interactive tasks it is possible to develop tests of different complexity and different variations: multiple choice, filling in the blanks, finding matches, compiling crossword puzzles, etc. The test tasks developed and posted by the authors on the Moodle platform for learning German as a second foreign language were successfully tested during 2019/2020, 2020/2021. The results of success are the basis for further improvement of teacher / student interaction in full-time, blended and distance learning. It is concluded that electronic educational platforms are one of the effective opportunities to improve the quality of language education, contribute to the formation of readiness for professional activity in a multicultural space.

Experience in Implementing Distance Learning Technologies in an International Context

The relevance of the study is determined by socio-cultural processes, which necessitate the revision of methods for organising the educational process, in particular the transition to distance learning, and the establishment of correlations with international standards. The purpose of the article is to identify the features, advantages, and disadvantages of distance learning, along with the prospects for development in accordance with the comparative analysis of Ukrainian and foreign experience with distance education. Methods and techniques varied depending on the tasks at each research stage, thus, the method of a targeted selection, the comparative method, the generalisation and systematisation of the theoretical material, and others were applied. The article substantiates the prospects for the development and implementation of distance learning technologies. The Ukrainian and foreign studies which focus on the “distance education” are analysed; ways of the distance learning implementation are outlined; the conditions for the appropriate and effective distance learning introduction are indicated; advantages and disadvantages of the distance learning are identified, the urgency of the development of distance education in Ukraine is substantiated. The factors that contributed to the emergence and development of distance learning courses are highlighted, the current problems of introduction of distance learning technologies are specified. The article compares the experience of introducing distance learning in different countries, which is based on statistics for 2020-2021. It is stated that the student of the distance learning course must have great will and motivation, be able to properly organise their time, since distance learning is directly aimed at self-education and self-development of the learner. The practical value of the obtained results lies in the application of distance technologies in the educational activities of higher education institutions and in accelerating the modernisation and adaptation of the current education system in Ukraine, in accordance with the requirements and trends of the global education sphere

Theory and methodology of teaching and upbringing by fields and levels of education (pedagogical sciences)

The object of research is the process of choosing elements in the organization of distance learning. On the basis of the method, a tree of the hierarchy of the choice of distance learning elements was built; matrices of pairwise comparisons of distance learning elements for each of the criteria and a matrix of pair-wise comparison of criteria from the point of view of the importance of the goal are built; calculated the values of the utility functions for each element of distance learning; the interpretation of the results obtained was carried out. The proposed approach to substantiating the composition of distance learning elements is advisable to use in the development of work programs for disciplines, in the organization of the educational process both with partial use of distance learning elements, and in the development of distance learning courses in general.

PROVISION OF THE PROFESSIONAL COMPETENCE OF THE APPLICANTS OF EDUCATION STUDYING AT THE SPECIALTY “ACCOUNTING AND TAXATION” BY USING THE INFORMATION TECHNOLOGIES OF DISTANCE EDUCATION

Abstract. The article considers the need to introduce the latest computer technologies into the educational process to contribute to the formation and provision of professional competencies of applicants of education studying the specialty “Accounting and Taxation.” Modern information technologies used in the educational space are considered an essential factor in the interaction between teacher and students. Distance education flexibility, i.e., the ability to study individually, choosing the time, place, and tempo of learning, are precisely the advantages, which are considered while organizing the educational process. The task of academic staff is to provide the students with maximum opportunities to remotely process the proposed material and perform all control exercises conveniently in compliance with the requirements for specific tasks. Distance education can be used as the main form of education for preparing students of the second level of education studying at the specialty “Accounting and Taxation”. To investigate the information support of professional competencies of applicants of education studying at “Accounting and Taxation”, we analyzed the practical experience of bachelors and masters studying the following accounting disciplines at Lesya Ukrainka Volyn National University with the use of distance education methods: “Managerial Accounting”, “Forensic accounting expertise”, “Accounting in foreign countries”, “Accounting and Taxation of international transactions”, “Accounting in enterprise management”, “Applied econometrics”, “International standards of accounting and financial reporting”, “Financial reporting consolidation”. The educational material allocation and access to it took place using standard software tools. The type of courses and features of the work organization depends on the format of a course chosen at its creation and adjustment stage. During the development of distance learning courses in the modern educational space, more attention is paid to the information environment service – “Moodle”.

ДИСТАНЦІЙНЕ НАВЧАННЯ ESL

Distance Learning is an online-based program that gives students additional practice outside the classroom and helps decrease the amount of time it takes inside the classroom to study for the HSE test or to improve English language skills. МЕТОДИКА ВИКЛАДАННЯ У ВИЩІЙ ШКОЛ І 146 Випуск І (81), 2021 Distance education, as a form of education that enables and promotes development of autonomous life-long learning skill, necessary to keep up with rapid changes and development in today’s society, is a concept definitely worth considering. Teaching a foreign language in a distance education system is very challenging, primarily in terms of overcoming the main gap – lack of direct contact between teachers and learners. This paper focuses on the aspect of teaching materials used for ESL in a distance learning system. To ensure the implementation of basic educational programs with high efficiency, the implementation of appropriate reforms in distance and innovative learning, which meet all modern requirements, is a very important process in the development of education. The development of distance learning courses will be useful to ensure equal access to educational opportunities for all students, especially for workers, or for those who study in parallel in other universities in Ukraine or abroad. Private educational organizations and government agencies around the world support the use and development of distance learning by accumulating pedagogical and methodological experience for further development. Distance learning technologies represent many new opportunities for teaching foreign languages, which allow further expanding the range of teaching methods, just as language laboratories, television and computers have increased the standard classroom. It is important to review these distance-learning options to distinguish their ability levels, as these systems have different limitations on the learning process. For example, one-way systems that use only presentations have been criticized for not providing anything other than a video distribution system that could be reproduced by sending 10 videos to students. The lack of direct bilateral interaction, which characterizes many distance education programs, is contrary to the goals of foreign language teaching. However, using this interaction, distance technologies can maintain the integrity of foreign language teaching. Learning strategies that encourage student-teacher dialogue and student autonomy in distance learning situations should be included in learning.

Determining Expert Opinions of the Faculty of Education on the Development of Distance Learning Course

A modern education system where students and faculty members are not obliged to come to the campus, where live, video, audio and interactive courses are taught in a fully virtual environment with face-to-face university education is called distance education. Based on the technological developments, the importance of distance education has also been revealed. The aim of this study is to determine the opinions of experts on the development of the ‘distance education’ course brought to the teacher training programmes. The participants of the study were selected from the purposeful sampling types with maximum diversity, criteria and easily accessible sampling methods. The data obtained as a result of interviews with experts from Northern Cyprus and Russian Universities were subjected to content analysis with a qualitative approach. In this study, which was designed as a case study, 20 academicians from 3 different departments working in the education faculty were included. In the study, a semi-structured interview form developed by the researchers was used as the data collection tool. Interviews were recorded with their consent. The data obtained as a result of interviews with experts were subjected to content analysis with a qualitative approach. As a result of the research, the experts reported teacher competencies, course application and system-oriented views for the development of the distance learning course.

Integrating Digital Technology in an Intensive, Fully Online College Course for Japanese Beginning Learners: A Standards‐Based, Performance‐Driven Approach

AbstractThe development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non‐Roman characters and structures. This study documents the implementation of a fully online, elementary Japanese course at Stony Brook University. The curriculum was designed around the American Council on the Teaching of Foreign Languages's (ACTFL) World‐Readiness Standards for Learning Languages; performance‐driven assessments; and task‐supported, technology‐enhanced principles. Asynchronous and synchronous tools were incorporated to facilitate task delivery and reduce the virtual isolation of learners. A simulated Oral Proficiency Interview (OPI) was conducted for the online students in order to compare their oral performance with that of the face‐to‐face (F2F) cohort in the preceding semester. Quantitative results show that online students outperformed their F2F counterparts in most of the Integrated Performance Assessment's scoring criteria, with a statistically significant difference in the criterion “Communication strategies.” Survey results indicate students’ positive attitudes toward language gains and corroborate the qualitative results gleaned from student learning journals and survey responses: Students’ sense of isolation was replaced by a sense of co‐presence. We conclude that developing an online LCTL course, though challenging, is feasible and maximizes outcomes through the synergy of multimodal digital platforms, and a standards‐based, task‐driven curriculum design.

Distance Learning at University From A Lifelong Learning Perspective

The paper discusses the importance of distance learning within university education. This issue stems from lifelong learning perspective, relating to social factors as emigration, demographic situation and competitiveness in the labour market. Distance learning is one of the possible solutions to acquire education to working people or those who live in remote locations. The main focus of our research was on learning quality and students’ satisfaction based on the case study of distance learning mode application. The research sample was composed of 126 part-time students who participated in the distance course organized as a part of university education. The case study of a distance course presented in this paper and survey findings revealed the study participants’ positive approach to distance learning in the university educational process. New technologies and their resulting opportunities for learners to interact with each other and with teachers, provision of guidance and logically structured material created preconditions for students’ satisfaction. Therefore, we assume that development of distance learning courses, constructivist learning environment with its inherent creative approach to learning provision can bring solutions to many social and educational issues, such as big emigration flows of young population, better employment opportunities and selfrealisation of young adults.

Mobile Learning New Technique to Contribute the Development of Distance Learning Courses, as views from Specialists of Information and Instructional Technology in Sudanese Universities

Mobile Learning New Technique to Contribute the Development of Distance Learning Courses, as views from Specialists of Information and Instructional Technology in Sudanese Universities Esam Idris K. Al Hassan Abstract The aim of this study identifying the Mobile Learning (ML) as a new technique to contribute the development of Distance Learning Courses (DLC), as a view by specialists of information and Instructional technology in Sudanese universities. The study population consisted of specialists of information and Instructional technology in Sudanese universities who teaching the information and instructional courses, was chosen as a random sample numbered (46) representing 64.8% of the population.By following the descriptive analytical method, the results was presented and discussed, have shown that Mobile learning technique (MLT) through the provision of services can be contributing to the development of DLC in Sudanese universities in terms of:The development of obtaining process the courses contents at any time and place, and enable them to put their questions in collaborative learning framework and the consequent of storage for content even realized immediate feedback, providing the renewable information base for each learner through interaction with information network and access to content, giving the learner a clear idea of what he needs from the information and how to access and view it.There are obstacles that could prevent the employment ofMLT in the development of DLC in Sudanese universities. Full Text: PDF DOI: 10.15640/jehd.v4n1a24

The Role of Universities in the Globalisation of Education

In the context of globalisation universities are increasingly required to collaborate with significant others by educating their students in furtherance of requisite competences and skills enabling them to become ‘world citizens’ through self-directed life long learning. The globalisation of education is a challenge faced by the UK higher education sector and should not be taken as a threat (Rammell, 2006). This has resulted in the development of distance learning courses in addition to the taught courses. Thames Valley University (TVU) supports widening participation in higher education and designs its educational programmes to meet its students’ needs. TVU addresses learners’ diversity in educational, cultural and economic development through the collaboration and partnership with other organisations and service providers at local, national and international levels. Through its distance learning programme TVU provides students an opportunity to study anywhere, in their own time, without the constraints imposed by taught courses. The Self-Rating Scale of Self-Directed Learning (SRSSDL) is a useful tool for learners to develop a clear concept of self-direction in learning (Williamson, 2007). It is imperative to identify the students’ knowledge and attitudes in distance learning to plan and develop their distance learning skills in order for them to become self-directed life-long learners. Aim: A study of students’ knowledge of and their attitude towards distance learning. Objectives: 1.To assess students’ knowledge of distance learning. 2.To assess the attitudes of students towards distance learning. Methodology: To find out students’ knowledge of and attitudes towards distance learning. A qualitative exploratory study design will be adopted. Data will be collected (on-line) using a Knowledge Questionnaire and an Attitude Scale. The responses obtained will be coded and analysed through MS-Excel and descriptive statistics will be applied. Results and Discussion: Peer review and conference presentation. Conclusion: Educational design needs to be student-focused.

Perceptions of effectiveness and the actual use of technology-based methods of instruction: A study of California criminal justice and crime-related faculty*

The field of criminal justice/criminology has few studies that examine faculty opinions regarding the use of technology as a replacement and supplement to traditional classroom instruction. Using a sample of criminal justice and crime-related higher education faculty members in the state of California, this study examines perceptions of effectiveness and the actual use of various classroom-based technologies. The results reveal that while most faculty members hold positive views toward the use of technology, far fewer are actually integrating technology-based methods of instruction into their courses. Meanwhile, most faculty members do not perceive the presence of adequate administrative supports or incentives at their institutions for the development of distance learning courses. Overall, support for the integration of technology into criminal justice education appears to be greatest when it is used as a supplement rather than a replacement for face-to-face classroom instruction.

Providing distance education in a criminal justice degree program: A team approach

Florida Gulf Coast University opened as Florida's tenth University in August 1997. The University made a commitment through a partnership with the Florida Department of Corrections and St. Petersburg Junior College to deliver an entire criminal justice degree through the use of distance learning courses. The Division of Criminal Justice is currently offering both traditional (on-campus courses) and distance learning courses using a variety of delivery mechanisms, including e-mail and web-based delivery. This manuscript focuses on a team-concept model in the delivery of criminal justice curriculum using a distance learning format. The article provides an overview of the development of distance learning courses, with specific emphasis placed on the necessity for collaboration between team members.

A Distance Education System: the Experience of the Department of Education, La Sapienza University

Abstract The difficulty of satisfying the need for teachers in Italy to have further education and training is explained and this article shows how this has led to the development of distance learning courses. The operation, evaluation and development of these course are discussed.