Use Of Distance Education Research Articles

Analysis of the Open University of Brazil Program as a National Policy for Public Distance Education in Brazil

This paper aims to understand how free distance education policies in Brazil, the Open University of Brazil (OUB) System, and public relations between this program and the weakening of distance education in Brazilian public education. Discuss the relationships between DE and teacher training in Brazil, as well as the program's weaknesses in directing teaching, and engage in dialogue with DE resistances in other areas of training in Brazilian public universities. We point out the ineffectiveness of expanding vacancies to train teachers and the perspective of planning the use of distance education in public universities, or what leads to the growing resistance to this model of education within institutions. Finally, that to strengthen distance education in Brazilian public education, and it is necessary to set aside programs of unstable duration, such as the OUB, and to think about public policies that affect the regularity and breadth of training areas in distance education.

A survey of distance learning in Morocco during COVID19

<p>The face-to-face mode is always considered as the normal mode of teaching, and distance education is often understood as a remedy for the lack of material and human resources necessary to conduct training; but to prevent the spread of the coronavirus (COVID19), the distance course system has been launched in different countries to ensure continuity of teaching during the period when courses are stopped. In order to shed light on the role of distance learning during the spread of the coronavirus and its effectiveness in successfully continuing the learning process, an investigation was carried out in the Moroccan context. This survey was launched as a questionnaire with 565 participants; they are students and teachers from primary, secondary, university and professional training. The objective is to answer several research questions concerning the current use of distance education during the COVID19 pandemic. The results of this survey are presented in this article as well as their analysis showing that solutions and alternatives must be adopted in order to improve the teaching and learning process in the event of a situation like COVID19.</p>

Türkçe Öğretmeni Adaylarının WEB 2.0 Araçlarının Kullanımıyla İlgili Görüşleri

Geride bırakılan yakın geçmişte gerek ülkemizde ve gerekse tüm dünyada uzaktan eğitimin bir zorunluluk olarak başladığı tecrübe edilmiştir. Bu sürecin olumlu ve olumsuz tarafları olmuş ve en çok görevin öğretmenlere düştüğü görülmüştür. Müstakbel öğretmenler olarak 21. yüzyıl öğrencilerini şekillendirecek günümüz öğrencilerinin Web 2.0 araçlarını ne kadar bildiği ve ne kadar kullandığı geleceğin eğitim sisteminde daha büyük öneme sahip olacaktır. Bir öğretmen bu araçların kullanımına ne kadar vakıfsa ve onları kullanmak hususunda ne kadar mahirse, mesleğinde de o kadar başarılı sayılacağı bir döneme girilmektedir. Araştırmada, Türkiye genelinde bir sonuca ulaşabilmek için 2019-2020 eğitim-öğretim yılı bahar döneminde Türkiye’nin 7 bölgesinde yer alan 9 farklı üniversitenin Eğitim Fakültesi Türkçe Eğitimi Ana Bilim dalında lisans düzeyinde 1, 2, 3 ve 4. sınıfta öğrenim görmekte olan 149 Türkçe öğretmeni adayından google form aracılığıyla veri toplanmıştır. Araştırma kapsamında gönüllülük esası ile 149 öğretmen adayının ankete katılımı sağlanmış ve toplanan veriler içerik analizi ile yorumlanmıştır. Bu üniversiteler şöyledir: 1. Erzincan Binali Yıldırım Üniversitesi, 2. Van Yüzüncü Yıl Üniversitesi, 3. Hatay Mustafa Kemal Üniversitesi, 4. Yıldız Teknik Üniversitesi, 5. Gaziantep Üniversitesi, 6. Kilis 7 Aralık Üniversitesi, 7. Konya Necmettin Erbakan Üniversitesi, 8. Trabzon Üniversitesi, 9. Uşak Üniversitesi. Sonuçlara bakıldığında öğretmen adaylarının, web 2.0 araçlarının bazılarını bildiği, bazılarını ise hiç duymadığı; bazılarını kullandığı, bazılarını ise hiç kullanmadığı görülmüştür. En çok bilinenler: Zoom (55), Google Dokümanlar (48), Edmodo (31), Kahoot (28), Google Classroom (26), Prezi (24), Google Forms (22), Google Hangout (21), Blogger (17), Duolingo (16) dur. Bu araçların bir kısmının çok biliniyor olması; geride bırakılan pandemi döneminde gerçekleştirilen uzaktan eğitimde kullanılmasından dolayı olduğu düşünülmektedir. Geneli düşünüldüğünde, geleceğin eğitim sisteminde büyük rol oynayacak olan bu araçların öğretmen adayları tarafından pek bilinmediği tespit edilmiştir.

Critical Discourse Analysis on the Effects of Covid 19 on the Future of Teaching Turkish as a Foreign Language

The aim of this study is to analyse the discourses of prospective teachers who were taking teaching Turkish to foreigners course about the effects of Covid 19 on the future of teaching Turkish as a foreign language. Analysing the discourses of prospective teachers who will teach in the field about the effects of Covid 19 on the future of teaching Turkish as a foreign language is important in terms of providing a more quality language education during and after Covid 19 process. The presents study is a qualitative study. The study group consists of 59 students studying at Zonguldak Bülent Ecevit University, Ereğli Faculty of Education, department of Turkish language teaching since they were receiving teaching Turkish as a foreign language course and they will graduate from the related department. open – ended questitions are applied to the participants in the study. Critical discourse analysis was carried out to analyse the discourses of the participants. As a result of the study, it was concluded that although Covid 19 had a negative influence on language teaching activities, with positive state policies and with more frequent use of distance education and online education, these problems have been overcome and more people can be interested in Turkish in the future.

The impact of COVID-19 measures on air quality in Turkey

The main objective of this study is to determine the effects of COVID-19 measures on air quality in Turkey. For this investigation, a daily mean of PM10, PM2.5, NO2, CO, O3, and SO2 air pollutant data, provided from the measurement stations run by the Ministry of Environment and Urbanisation and the Istanbul and Izmir Metropolitan Municipalities were used. The R program, an open-code statistics program, was used to generate associated distribution maps using the data obtained. Data for 29 metropolitan cities and the province of Zonguldak, where the pandemic measures were first implemented, were examined for air quality changes. In evaluating whether the COVID-19 measures have had an impact on the air quality of the 30 given cities, two time periods were selected: a period before the COVID-19 measures were implemented (between January 1 and March 15) and the period in which the measures were in force (between March 16 and April 15). In order to take the effects of seasonal conditions on air quality based on the 2020 post-epidemic data into account, the average data from 2018 and 2019 were also compared. This study finds that the restrictions imposed during the COVID-19 pandemic period in the 30 major cities, in which most of the Turkish population lives, significantly improved the air quality. Assuming that some of the measures taken during the pandemic period will become permanent over time (such as the increase in home working, the decrease in air travel thanks to online meetings, the widespread use of distance education, the change in consumption habits and a reduction of waste), the epidemic period is thought to represent a turning point in increasing global air quality.

Psychological and pedagogical aspects of chemistry distant teaching to foreign university entrants

Chemistry is one of the most important courses in the system of pre-university training of prospective specialists with higher medical education. During the pandemic, we had to face some problems when organizing chemistry distance learning. There was a lack of data and opportunities for out-of-class interaction with students, since it was necessary to switch to the remote format in a very short time, literally within a few days. It was necessary to develop a model and methodological support to teach chemistry in the distant format and develop relevant professional competencies. The theoretical basis of the research is the theory of the planned development of mental actions and concepts and activities. Analyzing the results, we came to the conclusion that the implementation of this approach increased the motivation of university entrants to study chemistry. Methodological materials helped to improve the quality of training specifically for foreign entrants who did not know Russian well. The results of the final testing made it possible to conclude that the use of distance education or its elements in pre-university chemistry training is promising, necessary and expedient. All students in one way or another coped with the final certification and received certificates that allow them to continue their studies at a medical university.

ОСОБЛИВОСТІ ВПЛИВУ ДИСТАНЦІЙНОГО НАВЧАННЯ НА ПСИХІКУ СТУДЕНТА ТА ВИКЛАДАЧА

The article considers the concept of distance education and its impact on the psyche of students and teachers. The main ways of assessing the quality of distance education are outlined. The psychological and pedagogical features of the relationship between teacher and student in the educational and pedagogical process are revealed. The mechanisms of application of distance learning methods in higher school are analyzed. The positive and negative sides of distance learning are indicated. It was found that significant technical factors in reducing the success of student learning are technical and psychological unwillingness of teachers to work online. Peculiarities of pedagogical control over the efficiency of the educational process are revealed. It is established that distance learning has exacerbated a number of psychological problems, among which the key is the problem of emotional burnout. It is noted that the use of distance education has the advantage of removing psychological barriers to communication, blurs boundaries (the student can study regardless of place of residence). This technology of the educational process is invaluable in the period of quarantine restrictions, as it guarantees the absence of direct contact between people, allows active learning even during illness or self-isolation. It has been established that distance learning has exacerbated a number of psychological problems, not least the problem of emotional burnout. This phenomenon is observed in both students and teachers and manifests itself in a variety of negative physiological reactions of the body, namely: poor sleep, fatigue, drowsiness, psychosomatic diseases and destructive psychological conditions such as stress, bad mood, depression, apathy, high levels of neuroticism, emotional excitability, increased anxiety, fear, predominance of asthenic emotions, irritability. The reason for these reactions is the general negative situation in the country and in the world as a whole, in the forced self-isolation of man, as well as in the unusualness and maladaptation of teachers and students to distance learning conditions. It is pointed out that distance education today helps students to develop such qualities as independence, mobility and responsibility, develops skills of self-education, which is highly valued in the labor market. Unfortunately, distance education also has its downsides. For example, the lack of direct communication between students and teachers. In addition, distance education requires the student to have the necessary technical equipment for constant access to sources of information, as well as a very strong motivation to systematically study independently.

A Case Study on Teaching Turkish through Distance Education

The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.

Nursing students\u2019 experiences of a pedagogical transition from campus learning to distance learning using digital tools

BackgroundThe use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. Therefore, this study aimed to describe and evaluate nursing students’ experiences of the pedagogical transition from traditional campus based learning to distance learning using digital tools.MethodsThe nursing course Symptom and signs of illness underwent a transition from campus based education to distance learning using digital tools because of the COVID-19 pandemic. This pedagogical transition in teaching was evaluated using both quantitative and qualitative data analysis. Focus group interviews (n = 9) were analysed using qualitative content analysis to explore students’ experiences of the pedagogical transition and to construct a web-based questionnaire. The questionnaire comprised 14 items, including two open-ended questions. The questionnaire was delivered to all course participants and responses were obtained from 96 of 132 students (73%). Questionnaire data were analyzed using descriptive statistics and comments from the open-ended questions were used as quotes to highlight the quantitative data.ResultsThe analysis of the focus group interviews extracted three main dimensions: didactic aspects of digital teaching, study environment, and students’ own resources. Social interaction was an overall theme included in all three dimensions. Data from the questionnaire showed that a majority of students preferred campus based education and experienced deterioration in all investigated dimensions after the pedagogical transition. However, approximately one-third of the students appeared to prefer distance learning using digital tools.ConclusionsThe main finding was that the pedagogical transition to distance education reduced the possibility for students’ social interactions in their learning process. This negatively affected several aspects of their experience of distance learning using digital tools, such as reduced motivation. However, the heterogeneity in the responses suggested that a blended learning approach may offer pedagogical benefits while maintaining an advantageous level of social interaction.

A Comprehensive Understanding of the Use of e-Learning in Continuing Education: Experiences of Pharmacists in a Public Health System.

Introduction: The health and education sectors have experienced rapid technological development. In this scenario, the use of Internet technology has grown as an option for the expansion of continuing education (CE), as it allows professionals to develop educational activities with flexibility, autonomy, and convenience. E-learning has gained popularity and currently, thousands of online courses are being offered. However, studies of e-learning in professional training have presented only a few specific foci of study. Objective: to develop a comprehensive approach to understand both the experience and the complex scenario of the use of e-learning in the CE for pharmacists. Method: Field research in 10 Brazilian states through interviews and focus groups with alumni of a CE e-learning specialization course for pharmacists in public health. Data analysis used the model of socio-technical systems and was based on a framework with the components Objectives, People, Processes, Culture, Technology, Infrastructure, and Scenario. Results: The People and Culture components indicated the assimilation and normalization of technologies in the educational process. Although the infrastructure (technical and organizational) was deficient in some regions, the Technology component suggested that the characteristics of the course design, associated with the personal characteristics of the students, provided ways to overcome obstacles. The objectives of the use of distance education seem to be related to the possibility of greater accessibility and autonomy. The Processes component, in turn, revealed the burden that a e-learning course puts on the pharmacist. Conclusion: E-learning proved to be useful to enable and expand access to education, providing pharmacists with an opportunity for CE. On the other hand, e-learning contributes to the normalization of the precarious working conditions of pharmacists, attributing to individuals the sole responsibility for the CE even in an institutional CE program, which results in work overload.

Analysis of electronic educational resources for distance learning

This article analyzes modern trends of educational processes stipulated by features of modern society development. Modifications in surrounding reality dictate necessity of updating the learning process towards active transition to distance education. Increased demand of students for electronic educational resources stipulated necessity to analyze representation of electronic platforms and identification of their features. This work is aimed at analysis of the electronic educational resources being most popular among students, and identification of features of their use in distance education. The study was performed using analysis of scientific publications devoted to the research subject, survey and results of its analysis, analysis of electronic educational resources aiming at identification of their features for distance education. This work is comprised of two stages. At the first stage, the students of two learning levels were surveyed (universal bachelor degree course and high school), which allowed to reveal common requirements for the two levels of preparation for electronic educational resources and features of their selection by respondents. At the second stage, the most demanded for distance learning electronic educational platforms and their resources were analyzed to assist teacher to develop algorithm of combination of various electronic resources in the frames of content of certain course. A teacher should be aware of the content of the most popular educational platforms of opensource information educational environment, determine reasonability of access to this or that electronic resource and promote students to active participation in distance form.

The application of distance technology in student education

At the title implies the article describes the problems associated with the use of distance education for learning a foreign language. It is shown that distance learning can provide additional opportunities for students to obtain new knowledge and skills, and teachers to offer new forms and methods of training. In the article deals with the problems associated with the use of distance education for learning a foreign language. The paper showns that distance learning can provide additional opportunities for students to acquire new knowledge and skills, and we provide teachers to use new forms and methods of teaching. The use of modern information technologies in the process of training and retraining specialists is a very effective tool for solving various methodological and practical problems. The dynamics of the information-technological learning process, its multidimensionality and complexity requires the use of joint activities of specialists from various fields of knowledge in the development of educational materials intended for distance learning. In the process of interactive learning, you can use chats, correspondence on social networks and e-mail with a high degree of efficiency. It is also important that teachers can check student work online.

Challenges in Distance Education During the (Covid-19) Pandemic Period

The purpose of this study is to reveal the perceptions of the teachers, administrators, and academics who had to continue distance education during COVID-19 epidemic disease period, about the problems they experienced and the strategies to cope with the challenges. The working group of the current study consists of 65 teachers. The data were collected via an open-endedwritten interview. Content analysis was applied for analysis of the data gathered. Various important results regarding the use of distance education were obtained during the pandemic period and yielded significant findings. The first and the most important finding is that theachers have difficulties in internet access and lack of infrastructure, classroom management and human resources. Another challenge that participants reported was about teachers’ and students’ behaviours. The last theme stated by the participants is the distance education process itself. The findings reveal that the participants determined their strategies to deal with these problems with new arrangements regarding the classroom management, getting help from colleagues, family members and experts and communicating with students and parents. It can be certainly suggested that the participants are not ready for the distance education process and there is a lack of application in this regard; such as technology support and distance education training, and moreover, the participants do not have sufficient knowledge and experience about distance education.

Políticas públicas educacionais e o estabelecimento da Universidade Aberta do Brasil

Este artigo tem como objetivo o estudo das políticas relacionadas ao estabelecimento da Universidade Aberta do Brasil (UAB), como principal forma de ampliação e difusão de cursos superiores por meio da Educação a Distância no país. Utilizaremos marcos como leis e decretos pertinentes ao tema e os analisaremos de acordo com a metodologia do ciclo de política proposto por Gary Brewer e elucidado por Howlett, Ramesh e Perl. Faremos a abordagem de documentos como o Plano Nacional de Educação (PNE 2001-2010), que informa sobre o uso da Educação a Distância para o Ensino superior, que possui lacunas significativas a serem preenchidas posteriormente pelos decretos: 5.266/2005, 5.800/2006 e 9.057/2017. Como resultados, temos a reunião e discussão das principais leis e decretos que justificam o estabelecimento da UAB como política pública educacional. Concluímos que esta política iniciou um novo ciclo após o rompimento da hegemonia do Governo Federal, entre os anos de 2003 a 2016.

Teaching Theory of Probability and Statistics during the Covid-19 Emergency

The state of emergency caused by the covid-19 pandemic has shown that teaching at this time is not easy. Teachers have to make more use of distance education and students have to adapt to that. Classic face-to-face study is not possible but asymmetric communication between the teacher and his students may be replaced by greater student independence and greater student effort. Within the subject theory of probability and statistics, a questionnaire was created to find how students manage distance education. It has been found out that they use the prepared tutorial videos and online assignments (in WeBWork platform) the most. They expressed that distance education prepared by the teacher can replace face-to-face study, but this form of learning is much more demanding and therefore they prefer classic face-to-face study.

ДИСТАНЦІЙНЕ НАВЧАННЯ Й ПИТАННЯ ПІДГОТОВКИ ПРАВООХОРОНЦІВ: ПРИХОВАНІ ЗАГРОЗИ ТА МОЖЛИВІ ПЕРСПЕКТИВИ (КРИТИЧНИЙ ПОГЛЯД ІЗ ФІЛОСОФСЬКО-ПРАВОВИХ ПОЗИЦІЙ)

У статті запропоновано поставити проблему дистанційного навчання в гуманітарному людиновимірному аспекті через розгляд його особливостей у критичному філософсько-правовому ракурсі. У контексті історичних передумов надається культурологічна характеристика сучасного стану правової реальності України через поняття «вторинні культури», що значною мірою пов'язане із характеристикою суспільства як «транзитивного». Показано, що тиск партикуляризму культурних осередків у різних частинах країни за умов панування буденної свідомості (що призводить до постійної підміни понять у різних сферах діяльності) із використанням новітніх інформаційних систем, включаючи й освіту, вирішує існуюче протиріччя між надновим і традиційно сталим у відповідний простий (примітивний) спосіб. На рівні світоглядного формування (включаючи освіту) це породжує певну синтетичну єдність «людини минулого» (у нас переважно «радянської людини») з алгоритмами машинного (комп’ютерного) мислення, що має результатом створення людей без частини людських якостей – «біоп’ютерів». Для правоохоронної системи це стає подвійною загрозою: як наявність такого шару молоді серед населення, так і всередині особового складу. Останнньому сприяє й спрощення навчальних планів у ЗВО МВС України, де вилучено соціально-гуманітарні дисципліни. У поєднанні з інтенсифікацією ДН наявна тенденція виглядає загрозливою для стабільності правової реальності в цілому і правопорядку зокрема. Зроблено деякі пропозиції щодо запобігання негативним тенденціям і підтримки позитивних, включаючи й використання ДН, у закладах, де навчаються майбутні правоохоронці.

Educación a distancia. Política educativa y escenario tecnosociológico venezolano en tiempos de Covid-19

La política educativa, como política pública, busca optimizar las prácticas en el contexto de la educación, mediante el establecimiento de pautas de acción que solventen situaciones problemáticas provenientes de casos previsibles o fortuitos. En este ensayo, desarrollado bajo la modalidad de una revisión documental bibliográfica de aspectos educativos, se pretende incentivar reflexiones críticas que emerjan del examen de las condiciones que presenta el escenario tecnológico y social venezolano, para la utilización de la educación a distancia como recurso de política educativa, diseñada y ordenada por el ente gubernamental, con la intención de ofrecer una alternativa pedagógica que ofrezca continuidad al proceso educativo, en la ocasión de darse la interrupción de la atención presencial en las instituciones educativas, por motivo de la aparición de la pandemia por el Covid-19. Se determinaron condiciones que limitan la aplicación de esta estrategia pedagógica en las actuales condiciones del escenario venezolano

FEATURES OF DISTANCE LEARNING AS A FORM OF GETTING KNOWLEDGE UNDER THE CONDITIONS OF GLOBAL RESTRICTION OF EDUCATION

The article discusses the development of information technology, in particular the use of distance learning in higher education institutions. The features of the use of distance education with the disclosure of the objective and subjective aspects of participation are analyzed. The features of distance learning of technical disciplines in higher education institutions are determined. The advantages of distance learning are determined.

A Influência das Condições Institucionais de Universidades Públicas para o Desenvolvimento de Competências Eletrônicas dos Professores no Ensino Superior

A expansão das instituições de ensino superior (IES) brasileiras, especialmente com a instalação de diversos campi nas cidades do interior do país e o avanço das tecnologias de informação e comunicação (TIC), tem impulsionado o uso da educação a distância (EaD) pelas universidades como forma de responder às novas demandas educacionais decorrentes das mudanças na nova ordem econômica mundial. Esse novo cenário de ensino-aprendizagem envolve mudança de competências e de formação do professor do ensino superior: desenvolvimento acadêmico sólido, experiência profissional e competência pedagógica. O desenvolvimento de tais competências pode ser, portanto, influenciado pelas condições institucionais das universidades nas quais os professores estão inseridos. Assim, o presente estudo buscou analisar como o desenvolvimento das competências eletrônicas dos professores do ensino superior relaciona-se com as condições do contexto organizacional das IES. Como locus para a realização do estudo de caso qualitativo optou-se pela Universidade Federal de Alagoas (UFAL). Ficou evidenciado que a maior parte da construção do perfil de e-competências dos docentes da UFAL se dá mais pela prática do dia a dia e pela necessidade dos docentes de possuir o conhecimento e a desenvoltura para lecionar na EaD, sem esperar pelas melhorias das condições apresentadas pela UFAL. Observa-se que a instituição ainda apresenta em sua gestão universitária lacunas que precisam ser revistas com vista ao desenvolvimento das e-competências de seu corpo docente para atuação na EaD. Palavras-chave: Contexto institucional. Universidade federal. Competên-cias eletrônicas

Психолого-педагогические аспекты дистанционного образования в условиях пандемии: по материалам анкетирования студентов – будущих психологов

The article presents the results of a questionnaire survey of students – future educational psychologists, which made it possible to determine the main advantages and disadvantages of the forced transition to distance education in a pandemic, and present conclusions about the possibilities and prospects of using this type of education in vocational education. The study involved 1-4 year students of full-time and part-time forms of study of the Faculty of Psychology of Tula State Pedagogical University named after L.N. Tolstoy in the amount of 289 people. The main advantages of the distance learning student are the availability of educational materials and information in the individual trajectory of passing the disciplines at any time, convenience in organizing independent work, the ability to plan their own time. The main difficulties identified by students are associated with high workload, insufficient time allotted for interaction with teachers, lack of technical capabilities for implementing the distance learning process at home. In general, students positively assessed the use of distance education and spoke about the advisability of using a mixed form – distance and fulltime education, the importance of psychological and pedagogical support for the subjects of the educational process in solving problems arising in the process of distance learning.