Distance Learning Resources Research Articles

Design and implementation of interactive virtual reality supported first aid training

ABSTRACT Although first aid knowledge and skills are a necessity, global studies show that there is a lack of awareness, hence the need for training that is accessible to all. This case study focuses on developing a blended learning plan for first aid training and creating interactive VR videos as a distance learning resource. An interactive video was created for VR glasses that explains the basic first aid coma position, enriched with questions. The video was uploaded to a web platform and configured for VR. Participants were randomly selected among Anadolu University staff, ranked according to their first aid knowledge scores. They gave feedback after using the application with VR glasses. For qualitative data, content analysis was performed and key concepts and themes were identified. As a result of the research, it was concluded that individuals with different demographic characteristics had a positive view of first aid learning experiences with VR, understood the steps of first aid application and gained the correct application. The developed VR video has a modular structure and can be developed with different scenarios and can be used to teach other first aid applications and different skills.

THEORETICAL FOUNDATIONS OF USING WEB TECHNOLOGIES IN THE TRAINING OF FUTURE SPECIALISTS IN THE FIELD OF CHEMISTRY

The article examines the theoretical foundations of using web technologies in the training of chemistry teachers. The factors of preparation of future chemistry teachers for the use of WEB technologies during distance learning have been determined. The use of educational WEB-resources enables teachers to carry out purposeful and more effective interaction with students, organize individual educational work, introduce and deepen methodical materials from educational subjects. An analysis of the theoretical works of domestic and foreign scientists was carried out, which indicates that in the context of the study of the quality of education, there is no unambiguous methodology for the development of WEB-oriented educational systems. The use of WEB technologies is growing significantly in all spheres of human life, in particular, this applies to the sphere of education. One of the main reasons for teachers' intensive attention to the problem of implementing WEB technologies is the convenience and ease of use of existing tools for finding, creating, and using educational WEB resources. Using educational WEB resources, it is possible to greatly increase the effectiveness of the educational process, to activate the educational and cognitive and independent activities of students. In the process of his activity, the teacher has to solve tasks related to the search for available educational WEB resources, analyzing them for the feasibility of using them in the educational process and creating his own. First of all, this affects the chemistry teacher, since his profession is closely related to the use of WEB technologies. Chemistry teachers can use WEB resources for distance learning, in class and in extracurricular work. The introduction of WEB technologies into the educational process requires the development and practical use of scientific and methodological support, the creation and effective use of tools and systems of computer training and knowledge control, the systematic integration of these technologies into existing educational processes and organizational structures.

YouTube as an open resource for foreign language learning: a case study of German

The integration of information and communication technologies (ICT) in education has increased the possibilities and expanded the boundaries of the learning process. It is also a prerequisite for implementing distance learning. Various online resources, such as e-mail, blogs, forums, online applications, and video hosting sites, can be used to create open learning and education environments. This study focuses on the use of informational educational technologies for learning foreign languages, especially German. The article presents the results of a theoretical analysis of the content of YouTube video materials in terms of their personal and didactic relevance for teaching German as a first or second foreign language in higher education, specifically at a pedagogical university. Based on the practical experience of using several popular thematic YouTube channels with a large and stable audience, a brief didactic analysis of their products is provided and suggestions are made on how to transform video content into methodological material for the practical course of German language for future teachers. The article also explores the potential of using alternative YouTube resources for distance learning with regard to the development of mediation skills as defined by the authors of the CEFR Companion Volume with New Descriptors. Four types of resources that can serve as teaching materials are identified and analyzed; some examples of their preparation and use for the training of future foreign language teachers are given. The article also discusses the open resources ONCOO and TWINE, which can be used to foster the autonomy of future foreign language teachers, and describes their features. The proposed recommendations can help to achieve the following objectives: enriching vocabulary; semanticizing phraseological units, fixed expressions, clichés; developing pronunciation skills; enhancing linguistic and ICT competencies; improving listening and speaking skills; increasing motivation to learn, etc.

Effectiveness of Distance Education During Covid-19 at Higher Education Level: Perceptions of Students

In the present era of information technology, distance education or online education has been referred to as the method of content dissemination and quick learning technique. Distance education is a key component of education in the 21st century. The birthplace of distance education is the United States of America (USA) and then expanded over worldwide after 1998. The main purpose of this study was to investigate the effectiveness of distance education during COVID-19 at higher education and perceptions of students. This research was conducted to achieve objectives which were: to study the students’ perceptions of effectiveness about distance education during the outbreak of COVID-19 at the higher education, to find out the effect on students perceptions about effectiveness of distance education during the outbreak of COVID-19 at the higher education, and to determine different problems faced by students of distance education during the outbreak of COVID-19 at higher education. The quantitative research approach was used to analyze this research study and the population of the study was comprised of 153 students of BS level Spring Semester 2020 at Faculty of Social Sciences, National University of Modern Languages Islamabad. The sample has been collected through Universal Sampling techniques. Closed-ended five points Likert Scale questionnaire was used to collect data from the selected population. The reliability of the instruments was checked through Cronbach's Alpha which was 0.81. Data were collected through online Google survey forms. Collected data were analyzed through specific statistical software, IBM-SPSS (Version 23). The Frequency and Percentage techniques were used to analyze the data. The results were obtained in the form of tables. The final results showed that respondents had positive perceptions about distance education and it may be continue, respondents indicated the issue of non-availability of distance learning resources and gadgets and these may be provided. Poor internet connection, load shedding, lack of social interactions during distance learning and health risks were also identified in the finding and these may be countered by proper planning and training

Teaching Students With Autism Spectrum Disorder and Intellectual Disability to Independently Access and Use Point-Of-View Video Models for Virtual Instruction

Online instructional delivery has always been viewed as beneficial due to its flexibility in settings and times, but the Covid-19 pandemic produced an essential need for the ability to engage in learning without direct contact with others. For students with Autism Spectrum Disorder and Intellectual Disability (ASD and ID) who have extensive support needs, developing the skills required to engage with online content is critical for utilizing and interacting with distance learning platforms and resources. Using a visual task analysis, least-to-most prompting, and reinforcement, students with ASD and ID can be taught to use technological devices for virtual instruction without adult support. By teaching students to access and use point-of-view video modeling for online instructional delivery, teachers can facilitate skills their students need to access evidence-based practices and meet diverse learning goals and objectives.

Platform for Learning and Virtual Reality in Animal Husbandry

Nowadays, digital technologies are extensively used in the field of education. Virtual and augmented reality and 3D technologies are entering the field of education at all educational levels. They are a prerequisite for the application of new approaches in the presentation of the educational content and its easier perception and assimilation by the learners. The paper presents an integrated platform for open science and educational resource sharing, as well as an environment for distance learning and data analysis in animal husbandry derived from the learning resources of a given course in the system. The research is aimed at developing a computer-aided framework in the field of digitized education and creating new educational resources for distance learning in animal husbandry.

Development of e-learning resources for distance learning in the field of radio engineering

The article presents the analysis of the results of electronic educational resources development in the field of “Radio Engineering”, registered by the authors of Ryazan State Radio Engineering University after V.F. Utkin in the United Foundation of Electronic Resources «Science and Education». Under epidemic constraints, the higher education system is faced with the need to provide distance or blended learning, with no loss of quality. The basis of distance learning consists of electronic educational resources of different formats, which allow providing information interaction of all participants of the educational process: students, teachers, administration. The object of research is electronic educational resources. The subject of the study is electronic educational resources in the field of radio engineering, developed at Ryazan State Radio Engineering University. The research methods are statistical, logical and semantic analysis methods. The information on electronic resources is selected from the database of the United Fund of Electronic Resources «Science and Education» for the period from 2019 to 2021. Statistical processing of database records is automated, carried out with the help of software developed by the specialists of the “Science and Education” pool of electronic resources.

DISTANCE LEARNING FOR UKRAINIAN SCHOOLCHILDREN UNDER THE CONDITIONS OF MARTIAL LAW: ORGANIZATIONAL ASPECT

The article reveals the features of the organization of distance education in secondary school of Ukraine under the martial law conditions. The essence of the problem faced by the education system is presented, including the inability to provide full-time learning process due to the destruction of educational institutions and safety threats to the schoolchildren. The authors justify the thesis that distance education in Ukraine has nowadays changed its status from a possible option to the priority mode of the educational process organization. The presentation of the research material is based on the following points: analysis of the current legal framework for the implementation of distance education in schools; the analysis of the most common supportive tools, distance learning resources, platforms for methodical support of educators, and practical recommendations on the distance learning organization. The authors carry out the analysis of the already existing and functional projects designed to provide methodical support to Ukrainian educators, detailing the features of the functioning of the "All-Ukrainian Online School", "All-Ukrainian Schedule", the essence of the "Quality of Education" project, etc. It is concluded that the Ukrainian government is working on various organizational aspects of the distance learning implementation paying attention to the importance of restructuring the calendar and thematic planning of education process, the need to organize distance learning in an educational institution within a single educational platform, the peculiarities of knowledge acquisition in synchronous/asynchronous modes of teaching. Selected organizational issues relate to clarifying the psychological conditions of knowledge acquisition in the distance learning format, and the importance of establishing communication with parents. In today's conditions, Ukrainian distance learning provides various supportive online tools for both educators and students. However, along with this, there are issues that await their further resolution, in particular: the technical aspect of the organization of distance learning under the conditions of martial law; the need to increase the digital competencies of all participants in the educational process; and the importance of providing methodological assistance to teachers regarding their work in a distance format.

KAZAKHSTANI AND FOREIGN EXPERIENCE OF UNIVERSITY DIGITALIZATION

The article is devoted to Kazakhstani and foreign experiences in the field of digital transformation of universities. The transitional experiences of domestic and universities abroad, the appropriate research published in open sources, the advanced university’s policy and original studies led to the categorization of digitalization experiences of the world universities in online support, in personalization and interaction along with the missing components of digitalization at Kazakhstani universities. Comparative analysis of IITU’s experience of digitalization and the world technical universities, in particular the Heriot-Watt University, the high ranked Scottish and British higher school as the best universities in the world allow to sum up the ways of transformation of the Kazakhstan University. According to Independent Distance Learning Resources Policy, the general elements and their functions were classified. A number of web-based applications available to perform key tasks such as remote e-mail access, use of a virtual learning environment, online tuition and residency fees were presented.

The Pitfalls in Assessment Practices in Distance Learning

The assessment of learning and the assessment for learning are considered as an integral part of learning process. They provide information to improve the educational instructions and to boost the students’ performances. It is a critical aspect of teaching and learning process and it requires teachers and learners to be prepared for the whole situation. The assessment is a complex process and its implementation poses many challenges to teachers. Online tools and learning management systems (LMS) help to overcome most of these challenges. During the COVID-19 pandemic, almost all schools and universities switched to distance learning and teachers had to change their way of teaching. However, many problems arose from this situation; The "new" teaching mode raised many discussions and needs to be analyzed thoroughly. In this paper, we discuss the usage of distance learning resources during the lock-down and the issues it generated. We focus on the assessment process in the circumstances of COVID-19. For the purpose of this study, future teachers were surveyed after their experience with distance teaching. It seems that platforms providing interactive assessment and those allowing automatic evaluation of learners are more required than others.

Creation of open educational resources during educational practice by means of cloud technologies

Practical training is an integral part of the professional training of future teachers. During the practical training, trainees not only implement their own theoretical training in practice, but also increase the level of information competence. The rapid use of e-learning resources for distance learning during epidemiological constraints caused by biological threats poses new challenges to education in the availability of e-learning resources. The development of electronic educational resources is a difficult task, one of the ways to solve it is to involve future teachers in this process during the initial practice. The experiment of creating open educational resources by means of cloud technologies during the training practice showed the probability of solving this problem. Restrictions in direct contact between participants in the experiment, both due to epidemiological restrictions and through practical training in various educational institutions, are solved through the use of cloud technologies. The latter provides an opportunity to easily disseminate developed open educational resources and disseminate best practices in creating educational content.

Post-pandemic learning design and modern didactics

The ubiquitous distance learning, the widespread use of digital educational technologies and online formats during the pandemic have actualized the issues of modification in the modern learning  design. During distance learning, students have adapted to independent work, have mastered the ways of learning through information resources, the attitude to the organization of pedagogical activity and relationships in the classroom is changing.  It is noted in the article that these processes require a rethinking of approaches to the projecting and design of educational programs, a revision of the content and methods of teaching in accordance with learning in the digital space. The construction of a model of a new teaching design consisting of a system of goals, content, methods and means of teaching with the active use of digital resources based on the integration of traditional and digital didactics determines the scientific significance of research work.  The article substantiates methodological approaches and principles of integration of traditional didactics with digital didactics as the basis for projecting modern  learning design . In addition, the possibility of developing learning design which provides the transformation of the content and structure of educational programs for the systematic implementation of online tools in the blended learning process  is substantiated. The practical significance of the work is to determine the methods of interactive learning of students in a digital environment, the development of skills of joint  team learning. During the research of the study, using of distance learning tools and resources, ways of feedback and interactive online lessons and designing students' were  analyzed and independent work were determined. In conclusion the possibilities of integrating traditional and digital didactics in the development of modern learning design are described. Keywords: learning design, digital didactics, modern didactics, integration, blended learning and online learning

The Recommendation Method For Distance Learning Resources Of College English Under The Mooc Education Mode

The Recommendation Method For Distance Learning Resources Of College English Under The Mooc Education Mode

Allocation of multi-dimensional distance learning resource based on MOOC data

In order to overcome the problems of allocation balance and low allocation efficiency in traditional distance teaching resource allocation methods, the paper proposes a multi-dimensional distance learning resource allocation method based on MOOC data. This method establishes a network model of MOOC resources, analyses the structure of the MOOC remote teaching platform, and collects MOOC data and learning resource information in layers on the basis of the model. Based on the data collection results, clustering of data resources can be achieved from multiple dimensions. Finally, by calculating the allocation of learning resources, a balanced allocation of multi-dimensional distance learning resources is achieved. Experimental results show that, compared with the traditional learning resource allocation method, the proposed method has a maximum allocation balance of 93% and a resource allocation efficiency of 96.2%.

Allocation of multi-dimensional distance learning resource based on MOOC data

Allocation of multi-dimensional distance learning resource based on MOOC data

The recommendation method for distance learning resources of college English under the MOOC education mode

The recommendation method for distance learning resources of college English under the MOOC education mode

INTERNET RESOURCES FOR QUALIFICATION UPGRADE, SCIENTIFIC, EDUCATIONAL AND PROFESSIONAL ACTIVITIES

Objective. The article aims to familiarize with online resources, useful to librarians, scientists, teachers, and students. Methods. Overview of online resources for distance learning, qualification upgrade, scientific, educational and professional activities. Results. The description and characteristics of Internet resources for scientific, educational and professional activities is given. Conclusions. Distance learning is an important component of continuous professional development, a convenient modern format of professional improvement. The advantage of distance learning is the opportunity to learn at a convenient time and in any place. The use of modern Internet tools (including author identifiers) in your activities opens up new opportunities.

The effect of the Corona pandemic on the educational process from the point of view of public education students in the Kingdom of Saudi Arabia.

This study aimed to explore the impact of Covid 19 pandemic on the educational process in public education schools in the Kingdom of Saudi Arabia through three main aspects: The first aspect: the availability of distance learning resources and facilities for public education students during this pandemic, the second aspect: the capabilities and of public education students to use distance learning resources during the Corona pandemic, the third aspect: the extent to which the practice of educational activities has been affected by distance learning during the Corona pandemic. The study used quantitative methodology and the descriptive survey approach in order to explore theses aspects. This approach depends entirely on distributing the questionnaires electronically to the participants. A questionnaire tool was used in order to collect the study data. The results of this study yielded several results: Regarding the availability of learning resources for students during this pandemic, it was found that they are generally available to all students. As for the capabilities and abilities of general education students to use learning resources, it is clear that most students were able to use these resources effectively. Finally, regarding the extent of how the educational activities affected during this pandemic, the results showed that they were not affected in general and that there was a positive impact on educational activities during distance learning, however, this positive impact not as expected.

Features of “Inverted” Educational Resources for Distance Learning of Pupils

Purpose of research. The purpose of the paper is to describe the features of the “inverted” educational resources intended for the implementation of additional subject training of schoolchildren in a distance mode, which are created on the basis of the concepts of the problem-solving approach and micro-learning. Distance learning technologies, widely introduced into educational practice, require a high level of self-organization and internal motivation from the student to work independently, which necessitates the search for new approaches to the development of educational resources that would help maintain the interest and attention of students until the end of training. Features of the generation of modern schoolchildren, such as a low level of concentration, the prevalence of “clip way of thinking” and the visual channel of information perception, the search for the most comfortable conditions for the implementation of educational activities necessitate a revision of the form and content of educational information, taking into account the possibilities of its development along an individual trajectory. Materials and methods. Based on a theoretical analysis of psychological, pedagogical, methodological literature on the topic of research and modern statistical data demonstrating the level of readiness and motivation of students for independent distance learning, the paper describes the features of the structure and content of “inverted” educational resources, built taking into account the cognitive and psychosocial characteristics of modern “digital” generation. The necessity of compressing and structuring educational material and presentation in a question-and-task, visualized format is substantiated. Results. As the results of the research, the paper describes the concept and features of “inverted” educational resources. An inverted learning resource is understood as a complex digital learning tool, the content of which is presented in the form of a hierarchical tree or a semantic network of questions, each of which is supplied with brief visualized theoretical information and explanatory practical examples that implement inductive-deductive connections (concretization-generalization). The main idea behind the development of such tools is that the “inverted” learning resources, on the one hand, implement a non-linear approach to the implementation of learning activities in accordance with the individual characteristics of a particular student (the current level of training, knowledge gaps, specific interests and difficulties), with the other - they create conditions for the initial systematization and complex internalization of the acquired knowledge and methods of action, contain a “cognitive challenge” aimed at increasing educational motivation through the implementation of mechanisms of formative self-control at the initial stage. Based on these features, the authors see a special effect of using such resources in the field of additional training. Having already a certain baggage of knowledge and experience in the subject area being mastered, the student can begin the study by identifying deficiencies and possible difficulties, their reflection, and only then proceed to a more conscious formation of new knowledge and specific methods of action. Conclusion. In conclusion, the paper summarizes the features of “inverted” resources for distance learning of schoolchildren, provides further plans for the development of the project, and also identifies the possible areas to use the results. The materials of the article may be of interest to developers of digital learning resources, researchers of educational learning models, teachers wishing to use digital cognitive and mental learning technologies.

Management of e-resources in academic libraries in Ghana: Copyright implications

This study investigated the copyright issues surrounding the management of e-resources in academic libraries in Ghana. Forty-seven library staff and head librarians from four academic libraries were engaged using questionnaires and qualitative interviews in a sequential mixed-methods approach to generate data for this study. The findings indicate that in all four institutions copyright issues arose with the provision of distance learning, online courses and e-reserves services. All the respondents stated that they or their colleagues had had faculty ask questions on copyright issues. However, the professional librarians indicated that the library was not consulted and the instructors for online courses or distance education programmes did not cooperate with librarians; rather, the department posting the materials made the decisions on copyright regarding the usage of digital resources for distance learning, online courses or e-reserves. This does not augur well for the management of copyright of e-resources in academic libraries in Ghana.