Distance Education Technologies Research Articles

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.

Понятие и виды электронных образовательных ресурсов: федеральное и локальное регулирование

The article presents a legal analysis of e-learning resources, their concepts, features and types. The results of the study are reflected in the relevant part of local normative legal acts of higher educational institutions regu-lating e-learning and distance education technologies or directly e-learning resources. On the basis of dialecti-cal, logical, systemic, as well as comparative-legal and formal-legal methods of research, the signs are re-vealed and the definition of e-learning resources is formulated, the local normative-legal regulation of their typology is analyzed, the expediency of integrated use of different types of e-learning resources in the educa-tional process is noted. As a result, proposals were made to unify the concept of the analyzed phenomenon, to consolidate a unified typology of electronic educational resources, to make necessary additions to the Federal Law “On Education in the Russian Federation”.

Improving education through implementation of information technologies into the educational process

The ways of improving the educational space through the introduction of information technologies into the educational process are clarified and the decisive factors of the qualitative application of information technologies in the educational process are singled out. The main professional tasks of using information technologies in the educational process are listed, and the positive factors of information technologies that contribute to increasing the effectiveness of student education are highlighted. The main ways of qualitative informatization of education are shown. The didactic possibilities of ways to improve education through the introduction of information technologies into the educational process are highlighted. Groups of conditions for the effective use of information technologies for the improvement of the educational space are defined. The advantages of using information technologies to improve the educational space, which are manifested in the content, organizational, and functional aspects of the learning process, are emphasized. Features of virtual reality and augmented reality are shown. The necessity of distance education and multimedia technologies in the process of professional training of competitive specialists in institutions of higher education is proven and the principles that are effective when using multimedia in educational classes are described.

Perception of online education during COVID-19: Online Photovoice (OPV) and ecological systems theory

ABSTRACT In this research, we used Community-Based Participatory Research, Ecological Systems Theory and active interdisciplinary social advocacy perspectives as part of our theoretical framework. Our sample consisted of 530 counselling undergraduate students with 481 consenting to participate by sharing the most important main facilitators and barriers for their online or distance education during COVID-19 pandemic. We used Online Photovoice methodology to get the students lived experiences focusing on their counselling major and Online Interpretative Phenomenological Analysis to analyse shared experiences. Thirteen main facilitators emerged (e.g. The contribution of technology in distance education, 22%; computer, PC: Technological tools, 18%; internet, 14%) and 22 main barrier themes emerged (e.g. lack of technological tools and related knowledge, 16%; transition to distance education, 13%; emotions that are difficult to cope with, 12%). We also examined how participants attribute these facilitator and barrier themes to Ecological Systems Theory levels.

Covid-19 Pandemi Sürecinde Uzaktan Eğitim Sistemine Yönelik Algıların Bilgi Sistemleri Başarı Modeli ile İncelenmesi

During the Covid-19 pandemic process, the evaluation of distance education technologies, which have an important place in educational activities, and the examination of their usage level has become more and more important for higher education institutions. The aim of this study is to investigate the effects of distance education system on students within the framework of the Information Systems Success Model during the Covid-19 pandemic process. For this reason, an expanded Information Systems Success Model including perceived education quality, technical service quality, information quality, fear of Covid-19 was used in the study. In this context, 1011 undergraduate students studying at Necmettin Erbakan University in Türkiye were asked questions to determine the factors affecting the use of the distance education system with the method of questionnaire. The data obtained were tested with the Structural Equation Model (SEM). As a result of the analysis, it was found that the fear of Covid-19 positively affected the quality perception associated with the distance education system. It has been understood that the quality of technical service, training and information associated with distance education has a significant effect on satisfaction and intention to use. The results of the study also showed that satisfaction and intention to use have a positive effect on actual usage behavior.

Greek preschool teachers’ readiness to teach online at the onset of the COVID-19 pandemic

The COVID-19 pandemic had a significant impact around the world and has drastically changed the field of education. In addition to instructional materials, new technologies enabled access to new learning environments. However, the COVID-19 pandemic has highlighted some significant disparities between conventional information and communication technologies (ICTs) included in teacher training curricula in Greece and the new software required for remote learning and teaching. Thus, the study presented here aimed to examine the mobilisation of in-service teachers and their readiness to address teaching challenges while delivering online lessons. Online questionnaires were distributed to 110 in-service preschool teachers. The study aimed to answer four research questions about teachers’ ICT knowledge and the ways in which they used technology for work purposes, as well as the difficulties they encountered while teaching online. Evaluation of the data resulted in three main findings: (1) holding an ICT training certificate did not have a significant impact on the implementation of new technologies in distance education; (2) support from local education authorities was an important factor of the transition to online teaching; and (3) Greek teachers did not feel fully prepared to teach online.

Asynchronous Learning Method: Prospects and Challenges Among Undergraduate Students at Higher Islamic Institution in Indonesia

Distance education technologies have become viable alternatives to traditional education. While asynchronous learning allows students complete freedom of time and location, the synchronous model provides an online learning platform where instructors and students meet in the same or different locations in a virtual environment. This research aims to explore the experiences of eight undergraduate students of the Islamic Education Department at the Al Azhar University of Indonesia in the online Asynchronous Learning Method (ALM). Specifically, it investigates students’ understandings of ALM, explores their perceptions of its advantages and disadvantages, looks into their strategies in coping with challenges and obstacles they face, and their aspirations for ALM. In doing so, a qualitative case study was used to collect the data through open-ended interviews and focus group discussion (FGD) which provide personal and specific pictures of asynchronous learning. The findings revealed that apart from giving students flexibility and independence of learning, ALM has not been utilized optimally at the university level. ALM is mostly used to transfer information without the element of teaching and instructions. Hence, there is room for improvement from the current e-learning practices in which this study provides some recommendations for future online pedagogy.

Education Quality Problems in Using Distance Learning Technologies

The article deals with the process in distance learning in the Republic of Kazakhstan, as one of the main parameters for introducing digital literacy development at the tertiary level. Buketov Karaganda University has been taken as the research site for data collection and analysis of quality distance learning. The authors have revealed the devices used by students in distance learning, the amount of available educational materials, the positive aspects of online teaching. At the same time, the paper aims at identifying the problems of distance learning in Higher Education Institutions (HEIs), electronic library resources. The analysis proved the effectiveness of distance learning at the university. It suggests some assumptions on the improvement of distance learning and education technology based on the survey results among students and teaching staff. It is believed that the development of distance education and their technologies will enable HEIs to meet students’ demands and rights to quality education. It will allow anyone to receive bachelor degree and professional engagement simultaneously

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>

Research on the Development of a Proctoring System for Conducting Online Exams in Kazakhstan

The demand for online education is gradually growing. Most universities and other institutions are faced with the fact that it is almost impossible to track how honestly test takers take exams remotely. In online formats, there are many simple opportunities that allow for cheating and using the use of outside help. Online proctoring based on artificial intelligence technologies in distance education is an effective technological solution to prevent academic dishonesty. This article explores the development and implementation of an online control proctoring system using artificial intelligence technology for conducting online exams. The article discusses the proctoring systems used in Kazakhstan, compares the functional features of the selected proctoring systems, and describes the architecture of Proctor SU. A prototype of the Proctor SU proctoring system has been developed. As a pilot program, the authors used this system during an online university exam and examined the results of the test. According to the author’s examination, students have a positive attitude towards the use of Proctor SU online proctoring. The proposed proctor system includes features of face detection, face tracking, audio capture, and the active capture of system windows. Models CNN, R-CNN, and YOLOv3 were used in the development process. The YOLOv3 model processed images in real time at 45 frames per second, and CNN and R-CNN processed images in real time at 30 and 38 frames per second. The YOLOv3 model showed better results in terms of real-time face recognition. Therefore, the YOLOv3 model was implemented into the Proctor SU proctoring system.

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.

Formation of scientific research competence of future doctors of philosophy in the conditions of implementation of distance education technologies

The article discloses the problem of the formation of scientific and research competence of students of the third (educational and scientific) level of higher education in the specialty 011 Educational, pedagogical sciences of the field of knowledge 01 Education, pedagogy through the implementation of the principle of continuity of education in institutions of higher education, revealing the potential of the educational and scientific program «Educational, pedagogical sciences», use of distance learning technologies. The scientific research competence of the Doctor of Philosophy is formed on the basis of previous experience at the bachelor's and master's levels of higher education. In graduate school, the process of forming the scientific and research competence of a doctor of philosophy is special, unique, leading, because the graduates are researchers, scientists, innovative teachers, and agents of educational changes.
 It was noted that in the process of teaching compulsory and optional subjects, future PhDs learn the principles of scientific research and the peculiarities of conducting scientific and pedagogical research, develop creative thinking and the talent of a researcher. It is proven that in order to successfully and timely write a dissertation, they need to learn how to write theses, professional articles, master the terminology of the research topic, express the author's opinion in accordance with the logic of constructing the content of the scientific text, draw conclusions, position oneself in the role of a scientist and researcher, present and publicize the results of the work.
 It is emphasized that the use of the possibilities of distance learning technologies is a necessary condition for the formation of scientific research competence of future doctors of philosophy, who at the same time study and apply the selected technologies for research. They explore the possibilities of Google Drive and digital services, applications for visual presentation of the results of scientific research, conduct surveys, compile infographics (Piktochart, Canva, Infogram, Visually, Genially, Easelly).

Use of technology in distance education: Literature review

Use of technology in distance education: Literature review