Development Of Distance Learning Research Articles

Modeling Course for Open Distance Learning (ODL) in Artificial Intelligence e-Learning for Leadership and Business Success

Open distance learning is often associated with characteristics such as assertiveness, dominance, and competitiveness. This study investigates how interactive open distance learning can benefit students by helping them build stronger relationships with education providers, foster a more inclusive workplace culture, and improve overall team performance, thus helping education business survive. The results of this study could have important implications for open distance learning development programs and training, as well as for promoting diversity and inclusivity in education provider positions and sustain education business in the future. By understanding the relation between leadership style, gender, and authenticity, organizations could develop more effective open distance learning strategies and be viewed as more authentic and effective by their team members and public. ODL planning helps education providers work more efficiently and effectively, thus growing the organization. Keywords: open distance learning, leadership, business planning

Коммуникативный портрет онлайн-педагога в эпоху глокализации

The article presents the results of the analysis of the communicative portrait of an online-teacher, conducted as part of the study of distance learning discourse. The authors analyzed more than 30 recordings of practical classes in various disciplines related to the study of the English language in the distant format. As a result, four types of digital communicative portraits of a teacher were identified: virtual communicative portrait, non-verbal communicative portrait, emotive and cognitive communicative portrait, and professional and competent communicative portrait, their main characteristics are considered and the strategies underlying the creation of each type of portrait are explored. The current study was carried out in the context of studying the discourse of distance learning. Under distance learning discourse the authors mean a special form of interaction between a teacher and a student, occurring remotely, organized with the help of information technologies (the use of which can transform the emotional, mental and motivational components of the human personality), which also has a multimodal nature, making education more inclusive and accessible, and carried out with the direct methodological and program support of the educational institution in which the teacher works and the student studies. Speaking about the methodological support of an educational institution, the authors take into account the trend towards glocalization of academic course programs, aimed at creating meaningful connections between the global context and local culture, making education relevant and meaningful for students. The analysis made it possible not only to form a holistic idea of the digital communicative portrait of a teacher, but also to record modern requirements for a teacher working in the era of digitalization, glocalization and the development of distance learning.

(NON)COMPUTER-ORIENTED TESTING IN HIGHER EDUCATION: VIEWS OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS ON (IN)CONVENIENCE USING

The article focuses the problems of using computer-based testing learning outcomes under modern conditions of accelerated development of distance and blended learning. The aim of the study is to identify and compare the views of the participants of the educational process in higher education (students, PhD students, university teachers) on convenience using during computer-based testing as compared to paper-based testing and oral-based testing. The author included 3206 respondents in the anonymous online survey in 2020-2023, including 2897 students (Bachelor and Master students), 140 PhD students, and 169 university teachers; used IBM SPSS Statistics 23 for statistical analyses. There are research results: the convenience of testing improves in the direction (the mean values of convenience and the corresponding percentages of respondents): computer-based testing – students (М=3,68; 58,3%) → university teachers (M=3,81; 65,7%) → PhD students (M=4,31; 84,3%); paper-based testing – students (M=3,21; 42,2%) → PhD students (M=3,28; 44,3%) → university teachers (M=3,46; 54,6%); oral-based testing – students (M=2,49; 19,9%) → PhD students (M=2,84; 31,4%) → university teachers (M=3,69; 60,8%). Oral-based testing is the least convenient for students and PhD students. Paper-based testing is the least convenient for university teachers. Respondents have maximum convenience during computer-based testing for all studied groups. The t-test shows a statistically significant difference (p≤0,05) of the convenience testing in the majority of compared independent groups (students, PhD students, university teachers). The author obtained the results in dynamics over four years: convenience increases in the direction oral-based testing → paper-based testing → computer-based testing for all groups according to various characteristics (educational level, gender, specialty, form of education, year of the survey). The study shows that in most cases there are no statistically significant differences (p≤0,05) of the convenience testing in the following cases: between all independent students groups for all testing forms according to the feature «form of education»; according to the feature «academic performance level» for computer-based testing. We believe that the obtained results regarding the (in)convenience testing of participants in the educational process should be taken into account in the practice of higher education institutions.

Revitalizing Distance Learning: MOOC For Improving The Quality of Training for Civil Servants

The COVID-19 pandemic has had a widespread impact on the education and training sector. Central Java, a province with training management resources, is experiencing a crisis in training management today. The large number of training participants from the state civil apparatus (SCA) who come from various regions in Indonesia requires innovation and change despite the various limitations of managers who do not have a special education base. Training managers at BPSDMD for SCA training need to be strengthened by developing distance learning through MOOCs because it can overcome the problems of distance, time, and financing to organize training that is usually done offline. This MOOCs will also increase the trust of other government agencies by making BPSDMD a pilot local government-based MOOCs developer. This service is carried out through mentoring and training that focuses on improving the resources of training managers at BPSDMD Central Java Province. This training and mentoring activity was attended by 38 BPSDMD employees with an In-House Training scheme for two days. As a result, there was an increased understanding of MOOCs and its application, designing training programs, presenting training materials, and evaluating training programs. The skills of the trainees can be seen from the portfolios collected. This service is useful in developing BPSDMD training programs for SCA in Central Java.

Collaborations amid the pandemic: east nusa tenggara preschool teachers’ experiences in developing distance learning during COVID-19

ABSTRACT Objective COVID-19 has been driving significant changes in all domains, including education. While prior studies tend to focus on the pandemic disruption in higher education, this paper extends this scholarship by focusing on preschool education. In particular, attention is paid to how preschool teachers develop teaching strategies during COVID-19. We want to explore how preschool teachers develop distance learning during COVID-19 in Nusa Tenggara Timur, Indonesia. Method 13 preschool teachers aged 24 to 35 in West Timor, Indonesia, participated in this photovoice study. Participants were instructed to take photos for seven days to describe their experiences related to the research topic. After that, participants were interviewed online using an online meeting application. Thematic analysis was used to formulate the findings. Results Three themes were identified in this study, including learning strategies during the pandemic, parents as teachers at home, and collaboration between teachers and parents. Conclusions Parents’ role has become increasingly vital in early childhood education during the pandemic. Meanwhile, the attention addressed to parents was lacking. It is crucial to provide them with the necessary tools, knowledge, and skills to strive with home learning.

Impact of school lockdown on access to online instruction during the war in Ukraine

AbstractQuarantine measures in connection to the COVID‐19 pandemic challenged the education system in Ukraine, like the education systems of other countries. This manifested over the course of three years in an increased need to develop distance learning online. Also, teacher ability to use digital tools, such as information communication technology (ICT), for instruction online is crucial in wartime circumstances in Ukraine. We describe the effects of school lockdown on teachers in Ukraine and how this affected teacher abilities to use distance instruction online in wartime circumstances. Drawing on a large‐scale survey of 54,254 educators conducted in January–February 2022, we report on challenges and needs identified by teachers in Ukraine. The survey collected responses from teachers and other categories of educators. Our analysis of survey findings focus on key challenges and needs of teachers and schools during the COVID‐19 quarantine. Respondents identified the following challenges: (1) lacking access to ICT equipment; (2) lacking access to stable high‐speed internet; (3) an insufficient level of knowledge and skills in using ICTs (digital competence). The study on which this article reports outlined possibilities for the professional development of teachers in Ukraine, complemented with a teacher self‐assessment of digital competence. The findings demonstrate that methods for organising online education in wartime circumstances in Ukraine benefit from the active interaction of all participants in the education process, their adaptability to changing learning conditions, continued communication about needs, notably teacher abilities to use ICT, and the ICT capacity of institutions.

Сучасні методики технічної освіти в умовах дистанційного навчання

The article substantiates the trends and prospects for the development of distance education. It was noted that the development of methods and the development of remote forms of the educational process belong to innovative methods of training future specialists. A promising path for the development of distance learning has been revealed in accordance with the development of world trends related to the development of new information technologies and systems for establishing communications between various strata of population groups and, including, the educational sector.
 The expediency of the development of remote forms of education in Ukraine is substantiated and it is noted that such methods will motivate the students themselves to the need to increase their informational and intellectual level, capable of mastering new forms of acquiring professional abilities. It has been proven that the creation of remote forms of education will contribute to the improvement of the professional level of teaching staff and the level of mastery of computer technology, as it requires high professional abilities from teachers in the process of providing educational services using modern information technologies.
 Generalized features of distance learning methods are presented and brief characteristics of each of them are given. Separate information technologies, tools and the most popular online platforms used for organizing training in a distance format are considered. The main advantages that teachers and students receive when studying in a distance format are highlighted, and, in particular, the high mobility of students, which in turn does not require their strict presence in classrooms and laboratories of educational institutions. It is indicated that the introduction of distance learning allows to significantly reduce the expenditure items of the educational institution on utility payments. At the same time, the distance education system does not require the educational institution to have and maintain a wide list of basic funds, including classrooms for the full-time educational process in the presence of students. Such features of obtaining educational services are especially relevant in modern conditions, when Ukraine is waging a war of liberation with the Russian Federation.

Capturing the Distance Learning in Indonesian Higher Education: Lecturers and Students’ Perspectives during Pandemic for Post-Pandemic

Since the pandemic, some universities can act swiftly to develop distance learning mechanisms, but others organize distance learning sporadically by allowing each lecturer to manage without standards. This research used a qualitative survey involving 66 students and 57 lecturers from various universities in Indonesia. It delivered dual perspectives between students and lecturers to improve previous research that did one perspective only. Most recognized the benefits of time and location flexibility when participating in distance learning but were dissatisfied with its implementation. During the pandemic, students were forced to explore independently by reading slides, listening to lecturers, watching videos, discussing in the online room, and doing independent assignments without any preparation. The pandemic also significantly changed the lecturers' teaching styles. They performed several variations in delivering material, increasing interaction in discussion forums, and evaluating the learning. Generally, distance learning without complete preparation since the pandemic was relatively good, as indicated by (1) lecturers' satisfaction with the course material delivery, (2) students' activeness according to the lecturer, and (3) learning outcomes achievement. These findings become insight for university stakeholders to enhance distance learning processes in the post-pandemic era since students and lecturers have felt its benefits but require many improvements.

Dynamics of interest in higher education before and during ongoing war: Google Trends Analysis

This paper explores how the war in Ukraine changed the interest in higher education of Ukrainians who stayed on the territory of Ukraine and emigrated to other countries. The methodology is based on Google Trends Analysis and peak approach with Google Trends Scale of Internet user inquiries about higher education from June 20, 2021 to June 20, 2023 with a middle point on February 24, 2022. Dynamics of changes in the queries of Internet users by keywords regarding studied higher education are: 1) exclusively from the territory of Ukraine; 2) from the territory of Poland, Slovakia, Germany, the Czech Republic, Great Britain, Spain, Italy, Bulgaria, Romania, Moldova, Austria, i.e., top-10 countries by number of registered Ukrainian refugees according to the UN Refugee Agency. The key results are: 1) increased interest of Internet users in higher education after beginning of the full-scale war: Poland – 22.9%, Romania – 28.9%, Ukraine – 31.2%, Hungary – 32.4%, Slovakia – 35.8%, Moldova – 49.0% of average number of «university» inquiries; 2) increased requests for professional education (42.2%), distance education (25.6%), distance learning (34.1%) after February 24, 2022; 3) correlation between negative trends of interest per 32% from July 2021 (100 GT Scale) to July 2022 (68 GT Scale) in Ukraine and positive trends of this indicator in European counties in August 2022 (80-100 GT Scale). Chi-square test showed statistical significance of changes in interest in higher education (p-value = 0). Key findings demonstrate the following trends after February 24, 2022: distance learning development, increased Internet users’ orientation towards professional education for high-paying jobs, popularity of flexible schedules. Acknowledgments The educational outcomes in this publication were created with the support of the EU Erasmus+ program within the framework of projects ERASMUS-JMO-2021-HEI-TCH-RSCH-101048055 – «AICE – With Academic integrity to EU values: step by step to common Europe» and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198 «OSEE – Open Science and Education in Europe: success stories for Ukrainian academia».

Priorities for the development of the Chinese education management system in the era of digitalisation

ABSTRACT The active process of digitalisation of all spheres of human activity, defined as the Industrial Revolution 4.0, has a direct impact on the transformation of the education system and learning management in the direction of meeting the need for lifelong learning and adapting to the dynamically changing requirements of the global labour market. This paper aims to determine the priorities of developing the education management system in the digitalisation era and study their peculiarities. The sample of respondents was formed by simple randomisation, consisted of two subject groups and included 327 students and 295 university professors. Respondents’ responses were evaluated using a 5-point Likert scale and subsequent statistical processing of the results obtained based on Student’s t-test to determine their statistical significance and significance. The conducted research revealed that the students considered education management’s most important strategic tasks to be those aimed directly at developing distance learning and its technological support. Shared goals and issues of digitalising scientific, methodological and organisational support of the educational process for lifelong learning are more critical for the teachers. The authors showed the paramount importance of teachers’ professional development and digital competence in ensuring the digitalisation of education management. They developed a hierarchical model of priorities for the strategic development of the higher education management system. The model makes it possible to optimise the development of the education management system in the era of digitalisation, manage pedagogical resources more effectively.

Distance Education: Online Proctoring as a Tool for Assessing Learning Outcomes

The educational organizations’ urgent transition to distance learning because of the pandemic has actualized the problems of assessing the results of mastering the disciplines. Online proctoring is becoming one of the leading tools for control, providing an objective independent assessment of compliance with academic ethics. The main purpose of this paper is to analyze students’ attitude towards distance learning and their ideas on the opportunities, disadvantages, and prospects of online proctoring. The pilot study conducted in the spring of 2021 was empirically based on the results of online questionnaires answered by 200 undergraduate students of various scientific specialties and humanities at Ural Federal University (1–4 years). We also used the method of semi-structured interviews with 10 students who had had an experience of a final test using online proctoring systems. The data obtained show that the main difficulties faced by students within the distance learning process are the lack of direct contact with the teacher, enormous bulks of information to be learnt independently, the increased health burden, and technical failures. Despite the emerging barriers, the young have successfully mastered the educational platforms (MS Teams, Zoom, Google Meet) and practised in passing remote credits and exams. Online proctoring narrows the chances of informal passing final exams, however forming and developing risk-taking and inventiveness among students. This can be explained both by low demand for mastering general education disciplines and by poor design of test assignments. Technical failures within testing are another problem of proctoring. For distance education, online proctoring seems a promising and in-demand tool for students to assess the results of their learning in professional disciplines. The lack of external control becomes a factor of academic dishonesty practices multiplication. The results of the study contribute to the further development of distance learning and online assessment of the quality of students’ mastering the completed disciplines.

PAST, PRESENT AND FUTURE OF DISTANCE LEARNING

The paper examines the development of distance learning with a focus on the application of the internet based on the authors' experiences gained from implementing various distance learning projects. The methodology of distance learning has not significantly changed since its inception in the 18th century; rather, the mode of communication between students and teachers has evolved. At present, there is little room for improvement in distance learning through the use of new technological solutions. However, the use of artificial intelligence opens up new possibilities for education that will fundamentally transform the shape of education in the future. Based on their experiences, analysis of the development of distance learning, and trends in artificial intelligence, the authors have conceptualized the P3 education model, which is predictive, personalized, and proactive. This model will first be applied in non-formal education and will be implemented more slowly in the formal education system, which is conservative and slow to embrace change. However, within a few years, as every individual with a smartphone will have their own digital teacher (an icon on the phone screen to be tapped), the formal education system will undergo seismic changes.Key words:distance learning, artificial intelligence, education, paradigm change.

Remote Learning (Distance Education) is Not New; it Has a Pre-COVID History

During the height of the COVID-19 pandemic governments across the world closed schools, forcing billions of students to undertake their education remotely. Despite the attention this situation received, learning at a geographical distance from the teacher is not a new form of schooling. Distance learning, or distance education as it is also known, can be traced back to the introduction of compulsory education. This article examines the development of distance learning in Australia, and the adoption of communication technologies that have assisted this form of schooling to expand and diversify.

Анализ результатов педагогического эксперимента по внедрению дистанционных образовательных технологий в преподавание математических дисциплин для технических специальностей вузов

<p>The article considers the results of a pedagogical experiment on the implementation of modern distance educational technologies in the teaching of mathematical disciplines to students of technical specialties of higher education. As a basis for the experiment, an electronic textbook on the course "Theory of the function of a complex variable" was used. It was used as part of the distance learning system CLASS.NET to teach this discipline at the Moscow Aviation Institute. The article presents the results of the preliminary statistical analysis of the homogeneity of experimental and control groups of students and the results of their questionnaire in order to identify the motivation for the use of distance learning tools in the educational process. A comparative analysis of the current ratings of students of experimental and control groups, calculated at the time of conducting control measures during the semester, is provided. The effectiveness of using the developed distance learning technology (LMS) in the educational process is confirmed by the results of statistical studies of the final assessments of students obtained during full-time testing.</p>

Prospects for the Development of Distance and Online Learning in the Context of Higher Education

Prospects for the Development of Distance and Online Learning in the Context of Higher Education

Main mechanisms of state administration regarding the relevance of the development of distance education in the sphere of training of future rescuers of Ukraine during marital state

At the beginning of 2022, Ukraine became a bridgehead and a zone of active hostilities, which determined the lives of its citizens for years to come. The war had a decisive influence on all sectors, including the branches of our state, both in production and in educational processes.
 The significant events that have taken place make us think about the fact that the prospective aspects of education in the universities of the State Emergency Service of Ukraine and the transformation of methods of providing quality education cannot be considered separately from the most important task of providing quality education. This applies both to young people who suffer from a lack of resources or a favorable environment for access to learning and acquiring knowledge, and to teachers and their needs for more effective mastering of new teaching methods. And finally, it concerns the educational community as a whole, including local communities, which directly depends on the continuity of education in an extremely difficult period for the entire Ukrainian community.
 So, the article defines the ways to solve the current scientific problem regarding the formation of innovative systems for the development of state management by distance learning in universities of the State Service of Ukraine for emergency situations during the period of hostilities.
 Person-oriented technologies of the information mechanism of the state management of the development of distance learning are identified, pedagogical technologies are considered, which use well-known didactic principles of distance higher education of Ukraine, taking into account the peculiarities of the training of future rescuers.
 The main principles of distance learning technology based on the state management of the development of distance educational technology, as a set of methods, forms and means of interaction with the learner, where the mastering of the educational array of knowledge is independently controlled in the process, with the aim of obtaining professional skills and abilities, have been considered and improved.
 An analysis of the foreign experience of state management of the development of distance higher education was carried out, which in turn made it possible to determine a number of advantages regarding the training of future rescuers, using distance learning in universities of the State Emergency Service of Ukraine.

GEORGIAN HIGHER EDUCATION POLICY AND E-LEARNING CHALLENGES

Rapid development of science and technology, the acceleration of the process of internationalization and globalization in higher education in the 21st century, increased the demand, perspective and popularity of the wide use of distance and electronic learning model/method. Nowadays it is clear that in many developed countries, distance and electronic learning, taking into account a number of advantages, has radically changed the teaching process and effectively met the educational activities. Based on Georgian example and comparative legal analysis, this article presents the modern challenges and main problems of e-learning in the higher education system, offers relevant conclusions and recommendations.

Comparative analysis of the distance learning implementation in Ukrainian system of higher education during the COVID-19 pandemic and martial law

ABSTRACT The pandemic has globally changed the landscape of the educational system in most countries of the world, including Ukraine. Their educational systems have faced massive challenges in distance learning implementation. However, in addition to the destructive impact of the pandemic, Ukraine has a more serious problem in the form of a full-scale invasion by the Russian army. In the conditions of the active phase of the conflict, it is extremely problematic to conduct full-time classes, especially for higher education establishments. Therefore, distance learning technology is of particular importance for Ukraine. This research investigates the situation of distance learning implementation during the COVID-19 pandemic and martial law in Ukrainian system of higher education. Questions regarding the features of the distance learning development in Ukrainian universities and comparative analyses of key aspects of the distance learning implementation within two destructive phenomena (pandemic and war), are raised. The results clarify the historical background of the distance learning development in the Ukrainian system of higher education, general trends and the main problematic aspects of its implementation. The study makes it possible to more comprehensively understand this issue and find the most effective strategy for solving emerging problems.

Development of Distance Learning in the Context of Covid-19

According to a UNESCO report, the main factor in the disruption of the education system in the 21st century was the quarantine measures of the COVID-19 pandemic, which directly affected the education of more than 220 million students in the world (UNESCO, 2021). Thus, the purpose of the study is to assess the level of education of the graduates of higher education in Great Britain from May - November 2021 during quarantine measures. The achievement of the set goal was implemented through a survey of 1157 students from various higher education institutions in Great Britain, which was conducted in May and November 2021. This made it possible to identify certain regularities and trends in the adaptation of the English system of higher education to new conditions of the study. Thus, self-study and distance learning under the supervision of teachers became the determining method of education, which in percentage terms reached 55%, and at the same time, the level of group work in studying previously presented lecture material decreased by 36% (from 76% to 40%) due to technical difficulties and physical stay students in different parts of the country. However, the overwhelming majority of students remained motivated to study and showed adaptation to the new online educational environment. Overall, the study highlights the importance of developing and supporting distance learning in the future, which can become an additional tool to ensure access to education worldwide.

Peculiarities of the use of distance learning information technologies in higher education institutions of Ukraine

The article considers the process of informatization as one of the main directions in the development of higher education. Distance learning technologies that can be used in the traditional educational process to improve the quality of education are analyzed. The main attention is paid to the local (internal university) computer network. A description of the information resources of such a learning system is given. Problem: based on the analysis in the science of research, own research results, the research problem was formulated, determined by the following contradictions: the growing need between high-quality training of specialists and the lack of analysis of problems and prospects for the development of distance learning in Ukraine.