Distance Education Technologies Research Articles

Exploration of the Development of the "Television Program Planning" Course in the Context of Distance Education

Exploration of the Development of the "Television Program Planning" Course in the Context of Distance Education

What Is Known about Assistive Technologies in Distance and Digital Education for Learners with Disabilities?

What Is Known about Assistive Technologies in Distance and Digital Education for Learners with Disabilities?

На пути к успеху: мотивация и ресурсы саморегуляции как предикторы академической успешности студентов

<p>Currently, the higher education system is constantly changing: the education of increasing number of students is becoming associated with the use of distance technologies, which is why it is so important to identify motivational factors that have a potential impact on the academic success of students of different forms of education. The sample of the study consisted of 114 students of different forms of education (74 extramural students with the use of E-Learning and Distance Educational Technologies and 40 full-time students). Two indicators were used to measure academic achievements: the average score for all previous examination sessions and the self-appraisal of learning scale of the questionnaire by T.V. Kornilova et al. The Academic Motivation Scale (AMS) was used to study the motivational-semantic component, the Brief Self-Control Scale and the Style of self-regulation of behavior – SSRB 2020 questionnaire were used to study the motivational-regulatory component. The Explanatory Style of Successes and Failures (ESSF) technique and the General Self-Efficacy Scale by R. Schwarzer and M. Yerusalem, adapted by V.G. Romek, were used to study the cognitive-motivational component, the persistence and perseverance scale (Grit) was used to study the integrative component. The results showed that if strong internal motivation prevails, it sufficiently determines academic success, but if motivation is lacking or is external, other components, namely self-regulation resources and the style of explaining successes and failures in achievement activities, help to increase academic success. At the same time, the influence of the form of education was not revealed.</p>

Metaverse adoption for the teaching and learning of project management: an exploratory study of student use

The rapid adoption of collaboration technologies over the course of the COVID-19 pandemic, combined with the advancement, growth, and proliferation of metaverse technology capabilities, has created a heightened awareness and comfort with the use of advanced collaboration technologies for online and distance education. This paper presents an exploratory study of how metaverse technologies can be adopted for the teaching and learning of project management concepts and skills specifically, as metaverses have been identified as a legitimate tool for the support of virtual projects. As a part of this work, a task was designed and adopted in an undergraduate project management course. Study results related to the teaching and learning of project management as well as student perceptions of metaverse technology adoption show that students were able to work together in a metaverse environment and collaborate with one another to achieve group consensus on a task. Ultimately, the findings from this case can guide future adoptions of metaverse technologies both in and out of the classroom.

Overcoming Distance Education Challenges in Nigeria: A Call for Collaborative ICT Integration

This article looks at the benefits of Distance Education (DE) or Open Learning Systems as the means of providing education that meets the growing demand for education on the account of the financial concerns and changing priorities. The historical development of communication methods is one of the factors that shaped the education sector considerably and now we have the open learning systems as a popular way of. The aim of the establishment of DE as highlighted by scholars is to create another parallel system which can be integrated with formal education. Other objectives include promoting flexibility, constructing an egalitarian society, facilitating in-service and lifelong education and utilizing communication technology for wider outreach. ICTs hold the key to global educational initiatives, providing an environment of collaboration and disseminating ideas in the most effective manner. Although ICTs belong to one of the most transformative technologies, Nigeria is faced with challenges of integration of ICTs, among them deficiencies in ICT infrastructure. Distance education has proved to be successful for the purpose of widening educational chances but Nigeria faces problems like low ICT penetration, erratic power supply, and meagre economy. It is noted that ICTs play a critical role in the development of distance education in Nigeria and that this research stresses the need for collaboration among all relevant stakeholders— government, private companies, and international organizations—to enhance ICT infrastructure, implement international cooperation frameworks, and integrate ICT literacy and use into academic courses. Keywords: Distance Education (DE), Information and Communication Technologies (ICTs), OLS, Education Issues, Flexibility in Education, ICT Infrastructure, and Inclusive Learning.

Problems of professional training of employees of the Russian penal system in the context of digital transformation

The subject of this article is the problem of professional training of current and future employees of the Russian penitentiary enforcement system in the context of the digital transformation of the penitentiary system in the country and the world. The relevance of the stated topic is due to the fact that the current employees of the penal enforcement system have a low level of knowledge of information technologies. In addition, modern professional training of future personnel of the penitentiary system is carried out without the use of such information innovations as distance education technologies and digital security. The article examines the current level of information technology proficiency of current employees of the penitentiary system; describes the problems existing in the system of training future personnel when they receive education in institutions under the jurisdiction of the Federal Penitentiary Service of the Russian Federation, as well as in civilian universities training personnel in the field of "Jurisprudence", "Law Enforcement"; the problem of the lack of courses is considered improving the digital literacy of current employees of the penitentiary system; the experience of using distance learning technologies by foreign countries in the process of obtaining education by current employees who have the opportunity to improve their competence without interrupting their direct official duties; the possibility of applying foreign experience in the Russian penitentiary system was assessed. Along with general scientific methods, the authors also used special legal methods (system-analytical, comparative legal, statistical). The novelty of the research lies in the development of the main ways to solve the problems of professional training of employees of the penitentiary system within the framework of the digital transformation of the penitentiary system, providing for improving the training of existing employees, as well as introducing certain innovations in the training of future personnel of the penitentiary system. On the basis of the conducted research, difficulties were identified and opportunities for improving the modern professional training of future personnel, as well as current employees of the penitentiary enforcement system, contributing to the optimization of processes and improving the quality of the penitentiary system were identified. The best way to solve these problems will be the introduction of a mandatory requirement to improve the digital literacy of existing employees of the system. For institutions that train future personnel of the penitentiary system, it is necessary to introduce disciplines into the educational program aimed at obtaining practical skills in working with automated information systems used in the activities of the Federal Penitentiary Service of the Russian Federation.

Features of Pedagogical Modeling of the Educational Process in the System of Additional Professional Education of Medical Workers

The modern system of additional professional education offers new principles and approaches to organising the pedagogical process. In this regard, the issue of choosing the most appropriate technologies and tools for organising training and building an effective model of the educational process in the system of additional professional education of medical workers is relevant. The purpose of the study is to identify the features of pedagogical modeling of the educational process in the system of additional professional education of medical workers. Research methodology and methods. The article discusses theoretical and conceptual modeling ideas presented in domestic and foreign literature. The study was conducted on the basis of the Federal State Budgetary Educational Institution of Higher Education “Novosibirsk State Medical University” of the Ministry of Health of Russia in the Centre for Distance Educational Technologies of the Department of Postgraduate Education. Research Results. During the study, it was revealed that pedagogical modeling of the educational process in the system of additional professional education of medical specialists has its own characteristics. Conclusion. When modeling the educational process in the system of additional professional education, the current requirements and needs of medical specialists must be taken into account, which makes it possible to adapt the content and methodology of training to specific professional tasks. Besides, it is important to consider the practice-focused nature of medical education: internships, training practical skills on simulators, active use of digital educational technologies, the possibility of individualising training so that all students could develop their professional skills according to their needs. The system is for assessing academic performance and monitoring student satisfaction with training, which allows to adjust the educational process and ensure high quality education is an important part of pedagogical modeling.

Distance learning technologies and their legal regulation in the Republic of Kazakhstan

This study addresses the pressing relevance of implementing distance learning technology in the Republic of Kazakhstan across various educational levels, guided by the framework of legal regulation. The study aims to investigate the benefits of using diverse distance learning technologies in modern education, improving access, motivation, and flexibility while fostering environmental awareness and societal prosperity. The chosen methodology is based on the diagnostic testing method to assess and analyze the educational needs and preferences of students. The study involved 100 participants, ranging in age from 19 to 26, from the Abai Kazakh National Pedagogical University. The study shows important signs and criteria for incorporating distance learning into legal rules in a way that works. These include factors related to the environment, motivation, cognition, analysis, and culture. This transformation of education aligns with real-life situations, adapting to changing circumstances and allowing students to select distance learning when necessary. The implementation of modern technology in distance education facilitates profound knowledge acquisition while accommodating evolving personal circumstances, ultimately fostering a conducive environment for continued high-quality education at cognitive and social levels.

Digitalisation and professional training of medical specialists in Ukrainian universities: A case study in health education

Relevance. The COVID-19 pandemic and the introduction of martial law in Ukraine have contributed to the increased use of digital technologies in all spheres of life, including education.Purpose. The purpose of this study was to identify ways to improve professional training in Ukrainian higher education institutions in the context of digitalisation of education, specifically in the healthcare sector.Methodology. To fulfil this purpose, the methods of analysis and synthesis, as well as the interview method and the author�s questionnaire were used.Results. This paper covered the changes in the professional training of Ukrainian students caused by the active development of distance education and digital technologies. To obtain information on the professional training of specialists in the context of digitalisation, a study was conducted among 263 students of Ukrainian medical institutions. The findings of this study showed that students face difficulties in using modern technologies both when studying and in professional practice. Dynamic changes in the use of modern technologies in professional training require greater involvement of educational institutions in this process, namely: creating courses, electives, conducting trainings for students, holding online meetings with leading experts, introducing technologies such as artificial intelligence and virtual reality into the educational process.Conclusions. It was found that effective training of specialists in the context of digitalisation of the educational process should be based on the following principles: the principle of consistency, the principle of activity, consciousness and independence, the principle of purposefulness, the principle of interaction between classroom, and independent learning activities. These principles are interdependent and ensure effective training of future specialists and develop in them the desire for self-education and lifelong development. The findings of this study can be used by the management of higher education institutions and teachers to improve the educational process in the context of digitalisation, as well as by students for professional self-improvement.

Exploring Legal Aspects Related to Emerging Technologies in Tanzanian Distance Education

The emergence of new technologies in the ICT sector and their integration into Tanzanian distance education presents both opportunities and challenges for the educational field. Innovations like Artificial Intelligence, robotics, Mobile learning, e-learning, cloud computing, video-assisted learning, and Digital Content Platforms play a crucial role in improving the teaching and learning process. These technologies have not only transformed various aspects of universities, such as teaching methods, assessment procedures, administration, examination management, financial records, and timetable scheduling but have also expanded educational access, enhanced quality, and reduced costs. This abstract provides an overview of a comprehensive research study focusing on the legal aspects related to the use of emerging technologies in Tanzanian distance education. As distance education becomes increasingly popular as a means to enhance access and quality of education in Tanzania, it is essential to consider the legal dimensions associated with this transformation. While technology brings significant improvements to the education sector, it also introduces legal, security, privacy, and safety challenges that require attention and resolution. From a legal perspective, the technology involved in electronic learning (e-learning) presents specific challenges because many existing legal and policy standards in education are primarily designed for traditional brick-and-mortar classrooms and face-to-face interactions. This research aims to identify and analyze the legal issues surrounding the implementation of emerging technologies in distance education. The study utilizes doctrinal and comparative research methods to examine international legal instruments, policies, and laws from other jurisdictions. The findings indicate that the current policies and legal instruments governing emerging technologies in Tanzania do not adequately address the existing legal gaps.

Проблемы развития связной речи у обучающихся в условиях цифровизации образования

The article presents the results of the authors’ own research studying the risks of implementing distance education technologies. It is revealed that one of the possible problems is the insufficient development of students’ coherent speech in the context of the use of digital educational technologies. To solve the problem, the authors developed and implemented a programme of pedagogical support for the development of coherent speech in extracurricular activities.

Devising an approach to the use of distance education technologies in performing control measures for technical students

The object of this study is the process of implementation of control measures with the help of distance learning technologies for students of technical specialties. The problem of the application of information and communication technologies for the effective implementation of final control during distance learning has been studied. An authentic algorithm for creating a test on the Moodle platform has been developed. The proposed algorithm is based on the use of the classical structure of the ticket, which allows implementing an approach to final control that is closest to the traditional one. This is important for assessing the acquired practical students competences of engineering specialties since for them the control measure may include a combination of textual, graphic, and computational tasks. The application of the algorithm in practice allows one to improve the quality of the final assessment by ensuring equal conditions for students, attracting the optimal set of tools for this, as well as identifying the student and thus ensuring the transparency of the control measure. Verification of the developed algorithm during the quarantine period sessions at the Faculty of Transport Construction of the National Transport University demonstrated a better adaptability of students to conduct control measures in remote form. This is confirmed by an increase in quality (from 1.16 % to 6.8 %) and success (to 7.4 %) rates among students, as well as a high level of student satisfaction in 2022 with the effectiveness of online learning, which was determined through an anonymous questionnaire. Promising steps regarding the use of the algorithm in the final evaluation are the development of measures for the implementation of automated recognition of the emotional status of students

Does Technology Affect Nutrition Education Perspectives?

The importance of various prevention efforts, including implementing nutrition education especially among children and adolescents, is growing due to noncommunicable diseases like hypertension, obesity, and diabetes that are common among children and adults. Most studies conducted in the previous few decades have noted that using technology in learning environments—including computer-based software, web-based learning, and hardware—creates a remarkable learning and teaching environment. For health professionals like dietitians who provide nutrition education, the ease of data recording, easy transmission and re-accessibility increases the use of various technologies. These technologies present spesific challenges, such as rising costs, user information needs, and age-specific unsuitability. Wearable and artificial intelligence technologies allow individuals to be monitored instantly. With distance education technologies, the opportunity to reach experts regardless of time and place makes it easier to get the correct information. The use of photography and automatic recognition methods in determining the amount of food supports reaching accurate food consumption records. With systems where individuals can see and follow their own data, it becomes easier for individuals to monitor behavior changes. It is stated that, nutritional applications could be more effective when guidance is established based on the attitudes, students’ achievement, and experience. This review focused on the impacts of mobile and web-based nutrition education.

Research on the Integration Path and Practice of AI Intelligent Technology and English Distance Education

Abstract This paper introduces AI intelligence technology in English distance education and establishes a learning analytics model that includes information collection and acquisition, data storage, cleaning, integration, analysis, visualization, and action. Each component corresponds to a series of specific technologies and processes, and generates information such as learner portrait modeling profiling learning behaviors, using data mining to provide personalized learning solutions for learning. The assessment system is constructed from three perspectives: contextual, cognitive, and technological, which ensures accurate teaching for the personalized needs of English learners. It has been verified that the contextual interaction effect on students’ performance accounts for 78% of the total sample in the English distance education system after applying AI intelligent technology. Students in the experimental class showed positive interest in the distance education system 47.44±7.15, which was significantly higher than that of the control class 29.65±8.21. This integration model provides a new development direction for English distance education, and also provides strong support for personalized teaching and continuous optimization of the educational process.

The Need to Develop Distance Education in General Secondary Schools


 The article provides for improving the educational system in the conditions of the information education environment in the Republic of Uzbekistan, improving the effectiveness of Independent Education by eliminating certain shortcomings in teaching on the basis of distance education technologies, ending repeatability and parallelism, improving the performance of teachers ' functional tasks, organizing international research in the field of assessing the quality of Education.

POTENTIALS OF DISTANCE COURSES FOR THE DEVELOPMENT OF PEDAGOGICAL MASTERY IN TEACHERS OF GENERAL EDUCATION DISCIPLINES

Relevance. The development of professional pedagogical skills in teachers of general education disciplines throughout their lifetime is a key condition for preparing competitive specialists in all fields of activity. For a competent educator, continual self-improvement, self-development, and the development of their abilities through self-education and distance professional development courses are vital. This article highlights the potentials of distance courses for the development of pedagogical mastery in teachers of general education disciplines. Purpose. The article aims to illuminate the potentials of distance courses for enhancing the pedagogical skills of teachers of general education disciplines. Methods. In the scientific search, methods of analysis and synthesis were used to determine the potentials of distance courses for the development of pedagogical mastery; methods of generalization and systematization were applied for developing a distance course to enhance pedagogical skills. Results. Professional development is a process of paramount importance, through which the growth of an educator as a professional is achieved. In today's fast-paced life, with constant time constraints, the development of pedagogical skills in teachers of general education disciplines at vocational education institutions is effectively accomplished through distance education. The peculiarities of learning using distance educational technologies are highlighted, and their advantages and disadvantages are analyzed. A specialized distance course for enhancing the professional mastery of educators, "Development of Pedagogical Skills in Teachers of General Education Disciplines at Vocational Education Institutions," has been characterized. This course includes five educational modules designed to improve all aspects of the pedagogical skills of teachers in these institutions. Conclusions. The organization of the distance course "Development of Pedagogical Skills in Teachers of General Education Disciplines at Vocational Education Institutions" is aimed at providing informational and methodological support to educators in their continuous professional education and is highly relevant today.

The Learning 6.5 System: Effective Technology for Distance and Online Education in Science and Technology

The Learning 6.5 System: Effective Technology for Distance and Online Education in Science and Technology

COBIMET’S Distance Education Online Certification for Librarians: Participants Assessment and Satisfaction Survey Results


 
 
 This viewpoint article presents the development and outcomes of a distance education certification offered in 2022 by the Consorcio de Bibliotecas Metropolitanas (COBIMET) for librarians in Puerto Rico. The program's inception was driven by the need to equip librarians with the skills and knowledge required to effectively support learners and educators in the evolving landscape of online education, technology, and information access. The certification consisted of five modules covering topics such as Learning Through Distance Education, Information and Communication Technology and the Internet, Assessment and Evaluation, and Instructional Design. The findings from the online satisfaction survey indicate that the program has met high levels of participant satisfaction, particularly in terms of course design, content, assessment methods, and overall delivery. Twenty-two (22) out of the 27 participants completed the certification (81% retention rate). Pre-test results showed that only 40% of participants scored 80% or more correct answers at the beginning of the certification, while at the end of the certification, 100% of participants scored 80% or more.Participants' constructive feedback has provided insights for program enhancements and expansion to a broader group of library professionals.
 
 

Bilişim Destekli Hibrit Eğitim Modellemesinin Açık ve Uzaktan Öğrenme Sistemlerinde Kullanımı

Hybrid education (hybrid education) is the name given to distance education by using the possibilities of technology to eliminate time-and space-related obstacles to traditional face-to-face education. The history of this education, more commonly known as distance education, dates back to the 1700s. Due to the inadequacy and slowness of the postal services of that day, he could not be healthy and orderly. the curative studies carried out in 1892 began to make academic sense in 1943 when the American army took over distance education for individuals. The term distance education, which was first mentioned in the University of Wisconsin's catalog in 1892, was also used for the first time in an article written by William Lighty in 1906. Later, this term was introduced by the German educator Otto Peters in the 1960s and 1970s in Germany using the concept of fernunterricht and applied in France under the name of distance education. Distance education is an environment in which someone who is away from the learner in terms of time and space performs systematic learning in order to communicate bilaterally using different types of media. When they compared distance education technologies with traditional face-to-face learning, there was no difference in achievement between broadcasting the courses on television and taking them face-to-face. Dec. Similarly, the success of students taking courses in interactive classes was similar to that of students in traditional classes. Off-campus students have been more successful than on-campus students because the course materials have been prepared better and more regularly and clearly. Secondly, students who received off-campus education showed shorter learning because they learned in sequential parts, from simple to complex, in a more sequential manner. However, students on campus were able to receive more direct and face-to-face support. Key Words: Informatics, Hybrid Education, Open and Distance Learning

Lifelong education as one of the digital decade trends

The article is devoted to the topical issues of lifelong education as a new and increasingly relevant form of education. The article examines the impact of digital transformation on the transformation of the education system. The authors emphasize the relationship between the growth in the volume and coverage of digital technologies and the increase in the number of educational services in various forms (the system of additional education, courses, webinars, programs for studying cutting edge academic disciplines in a short time). The research focuses on the theoretical understanding of the trend of the last decade – lifelong education. An important conclusion, confirmed by the already available in modern sociology research, was the judgment that the increased relevance of lifelong education is directly related to digitalization and the technical, technological and organizational preferences that it provides to the educational system. Thus, distance educational technologies (zoom, skype, teleconference from Yandex, Vebinar and others) demonstrate the ability to be involved in the educational process regardless of location, gender, age, employment, occupation and interests. In addition, in modern conditions of transition to a new digital reality under the influence of the rapid development of advanced technologies, there is a question of the need for constant professional reorientation and obtaining new knowledge and skills in the fields of computer programming, the use of digital technologies, including interacting with artificial intelligence. The article identifies new popular areas of study, the principles of lifelong education, and also highlights the advantages and disadvantages of the object of study. It is also revealed that today an ambiguous attitude of teachers and students to online education has been formed.