Use Of Distance Learning Technologies Research Articles

RESEARCH OF THE EFFECTIVENESS OF DISTANCE LEARNING TECHNOLOGIES USE IN THE PROFESSIONAL TRAINING OF THE MILITARY STAFF

In the article the use of distance learning technologies in the professional training and advanced training of personnel of the State Border Guard Service of Ukraine is substantiated. It is proposed to conduct a survey among teachers on a certain list of questions. Each issue of the effectiveness of distance learning technologies is fundamentally described and analyzed. The survey was conducted among the academic staff of Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine (then – SBGSU) and the teachers of Major General Igor Momot Central Training Centre of the SBGSU. The results of the survey are presented in the form of tables and diagrams. It is noted that due to distance learning, the teaching staff mainly uses Zoom, Viber, and Google Meet applications. It was found that foreign distance learning platforms are used by teachers mainly for professional self-development, as well as for additional tasks for cadets, research projects and assignments.Based on these results, the advantages and disadvantages of using distance learning technologies for border guard training were identified. A third of the teachers chose distance education, as it provides training in conditions of forced dispersion and distance, thanks to Internet access. The practical use of technical devices among teaching staff is considered and a comparison with the use of the same means by cadets is proposed. As for the quality of assessment of cadets by teachers when using distance learning technologies, the reasons for its bias are stated, which is related to the difficulty of monitoring the actions and integrity of cadets.

ПЕДАГОГИЧЕСКИЕ ФАКТОРЫ, СПОСОБСТВУЮЩИЕ УЛУЧШЕНИЮ ЭФФЕКТИВНОСТИ ДИСТАНЦИОННОГО ОБРАЗОВАНИЯ НА УРОВНЕ ВЫСШЕГО УЧЕБНОГО ЗАВЕДЕНИЯ

This article examines the impact of the 2020 pandemic on the use of distance learning technologies in educational institutions, emphasizing the need to develop and analyze digitalization in the educational field. Special attention is paid to the opinions of students with special educational needs regarding distance learning methods, their interaction with teachers and the problems they face. The article aims to identify the key pedagogical conditions for effective distance learning, based on the subjective feedback of students. Based on the survey data, the authors emphasize the importance of the theoretical and methodological basis for the development of digital education and emphasize the need for a critical review of its components for the formation of competencies and professional growth of students.

Organization of distance learning using the Moodle platform, the Zoom service, and Google digital tools for higher education students of the Aquatic Bioresources and Aquaculture educational programs at Bila Tserkva National Agrarian University

Today, students of higher education study in Ukraine; it is not easy to imagine without information technologies, which are necessary for modern education. Creating a global information space, such technologies penetrate all spheres of human activity, thus becoming an integral part of the educational process. In today's challenges, pandemics, and wars, modern education relies on the informatization of the educational space and distance learning, drawing society's attention to distance learning technologies. During martial law, remote course training in schools and universities makes it possible to receive and continue learning, gain knowledge, and increase training. Using remote platforms to learn educational components is an integral part of the educational process. Training specialists, training, and counseling of higher education seekers in the existing conditions is only possible with modern educational online platforms. The main task is the correct organization of the educational process and for those seeking higher education to successfully acquire the necessary knowledge in specialized disciplines to prepare competent, competitive specialists. Bila Tserkva National Agrarian University applies a distance form of education, which is regulated by regulations (“Regulations on the system of internal quality assurance of education and educational activities at Bila Tserkva National Agrarian University”, “Regulations on the organization of current, semester control and attestation of applicants of professional pre-higher and higher education with the use of distance learning technologies in the regional university center of Bila Tserkva National Agrarian University”, “Regulations on the Moodle learning management system at Bila Tserkva National Agrarian University”). Distance learning in recent years has shown a sufficiently high-quality success rate of higher education applicants and the training of scientific and pedagogical personnel to ensure the educational program Water bioresources and aquaculture at the Bila Tserkva National Agrarian University. Students are provided with electronic versions of manuals, textbooks, lecture courses, and presentations on the Moodle platform and other services. The use of Google digital tools and the Moodle platform, the Zoom service help students of higher education acquire knowledge in their field in an accessible form and comfortable conditions.

ОЦЕНКА СТУДЕНТАМИ, ЗАНИМАЮЩИМИСЯ ПРОФЕССИОНАЛЬНЫМ И ЛЮБИТЕЛЬСКИМ СПОРТОМ, ОБРАЗОВАТЕЛЬНЫХ РЕЗУЛЬТАТОВ В ПЕРИОД ПАНДЕМИИ COVID-19

The article is devoted to the actual problem associated with the introduction in March 2020 in educational institutions of e-learning and learning using distance learning technologies in order to prevent the spread of a new coronavirus infection. Students involved in professional and amateur sports during the pandemic faced additional difficulties associated with a completely remote format for mastering the educational program and conducting training. The purpose of the study is to identify the assessment by students involved in professional and amateur sports of the level of formation of their professional and supra-professional competencies in the context of organizing the educational process exclusively with the use of distance learning technologies and e-learning during the COVID-19 pandemic. Materials and methods. The study included 110 students of the KSPU named after. V.P. Astafiev and KrasSMU named after prof. V.F. Voyno-Yasenetsky: 62 professional athletes, and 48 students involving in amateur sports. Instrumental methods of research and electronic questioning Google Forms were used. Statistical analysis was carried out using the Microsoft Office Excel 2017 software package and Google Forms. Research results. More than half of the students noted significant differences in the formation of their professional competencies in the conditions of the pandemic (52.36% of respondents in both groups noted a decrease in the level of academic competencies, in 47.64% the level did not change). Students noted a sharp decrease in the level of formation of supra-professional competences (soft skills). Only emotional intelligence remained unchanged for the majority (53.64% of respondents), 46.36% noted its decline. Conclusions. Empirically obtained data allow us to state that the implementation of the educational process using exclusively e-learning and distance learning, in the opinion of students of educational institutions of higher education involved in professional and amateur sports, negatively affects the effectiveness of the educational process: 52.36% have a decrease in the level of formation of professional competencies and there is a sharp decrease in the level of supra-professional competences (the level of formation of cognitive intelligence, creativity, critical thinking, the level of communication).

APPLICATION OF DISTANCE LEARNING TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF BORDER PROTECTION SPECIALISTS: THEORETICAL BASICS AND GENERALIZATION OF EXPERIENCE

The article presents a review of scientific sources and publications aimed at determining the theoretical foundations of using distance learning technologies in the training of border guard specialists. It is found that these technologies have proven to be effective in the context of improving and enhancing the quality of professional training of border guards. The application of distance learning technologies in the professional training of border guard specialists is an important and necessary element in the modern world. The main theoretical foundations that justify the use of distance learning technologies in the professional training of border guard specialists in the European Union include such aspects as learning effectiveness, cost-effectiveness, wide access to training, modernity of technology, mobility and flexibility, interactivity and cooperation, and relevance of knowledge. It is found that among a fairly wide range of studies carried out in previous years, the authors focus on the use of distance learning technologies for the purpose of training and retraining of officers and junior personal of border agencies of Ukraine and other countries, to improve their qualifications in the retraining system, to update the knowledge of border protection specialists on regulatory and legal aspects in the field of border protection, to improve their communication skills (including foreign language skills). The role of distance learning technologies in developing the leadership skills of border guard specialists, improving their tactical medicine skills, etc. is also important. The use of distance learning technologies in the professional training of border guard specialists in the European Union is an important element of responding to the challenges of the modern world. Distance learning allows to ensure the quality of professional training of border guard specialists effectively and ensure that their knowledge and skills meet modern requirements and standards. However, despite the attention of scholars to this problem, there are currently only a few publications that present the experience of using distance learning technologies in the professional training of border guard specialists in the European Union.

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).

PROFESSIONAL TRAINING OF THE MODERN TEACHER IN THE CONDITIONS OF DISTANCE EDUCATION

The article reveals the specifics of the organizationdistance learning as an innovative form of professional training of a modern teacher. It was established that modern distance education is an extensive system of knowledge transfer at a distance using various means and technologies, which helps students obtain the necessary information for use in practical activities, while distance learning is a form of organization of the educational process and pedagogical technology, the basis of which is a controlled independent student work and wide application of modern information and communication technologies in education. Distance learning uses the following concepts: asynchronous / asynchronous modes; web resources of educational disciplines (programs), distance courses; distance learning web environment; distance form of education in higher education institutions. In the conditions of distance learning in higher education institutions, the use of modern technologies is provided, such as: information and communication technologies of distance learning – technologies for creating, storing, storing and accessing distance courses (electronic resources) of educational disciplines (programs), as well as ensuring the organization and support of educational process using specialized software and information and communication tools; psychological and pedagogical technologies of distance learning – a system of means, techniques, steps, the consistent implementation of which ensures the fulfillment of the tasks of education, education and personality development; distance learning technologies – a complex of educational technologies (in particular, psychological-pedagogical and information-communication) that provide an opportunity to implement the distance learning process. It has been established that distance learning can be implemented through the use of a distance form as a separate form of education; the use of distance learning technologies to provide education in various forms: institutional (full-time – day, evening; part-time, distance; online); individual (external; family or home; pedagogical patronage; workplace or production); dual.

Педагогтерді қашықтықтан білім беру жағдайында жұмыс жасауға даярлауды ресурстық қамтамасыз ету мәселелері

At the present stage of the development of distance learning, the requirements for the training of teachers working in this environment are increasing. High-quality training of people with different abilities, interests and needs, considering the personality characteristics of students, as well as the specifics of distance learning can be carried out only by a professional teacher. Given the novelty of the situation in which teachers are involved, and the likelihood that teachers will face the prospect of teaching online in the future, it is extremely important to learn more about their experience and about the necessary professional qualities of teachers to implement distance learning. The research is aimed at establishing the actual state of readiness of teachers for distance learning of students on the basis of theoretical and empirical study and identifying the components of the resource support technology for the formation of teachers’ readiness for distance learning of students. The article states that the formation of teachers’ competencies in distance learning of students is possible in the process of implementing educational programs at universities, as well as professional development and retraining programs. The authors, based on the analysis of empirical data obtained during the survey of practicing teachers and future teachers on the use of distance learning technologies in the educational process, identified problems and difficulties in the implementation of distance learning, and determined the conditions necessary for the successful implementation of distance learning. Сonclusion is made about the need for further development of such issues as conducting a study to evaluate the developed technologies for the formation of a teacher’s readiness for distance learning of students, developed program and methodological materials.

THEORETICAL ASPECTS OF THE IMPLEMENTATION OF DISTANCE EDUCATION IN EDUCATIONAL INSTITUTIONS

The requirements for a teacher of a general secondary education institution from the regulatory framework, in particular the Professional Standard of a teacher of a general secondary education institution, national and international social structures operating in the educational field, were analyzed, and the competences of a teacher of a general secondary education institution and their components regarding the implementation and use of distance learning technologies were identified distance learning. It was found that among the professional competencies of a teacher of a general secondary education institution and their components, there are explicitly and indirectly presented components related to the organization and implementation of distance learning or its separate technologies. The factors causing changes in the educational process during the application of distance learning technologies are singled out, namely: mediated interaction of distant participants in the educational process, limitation of direct "teacher-student" contact; wide use of specialized educational environments and other educational and widely used information and communication tools; dominant use of the visual channel of information; the lack of a direct opportunity for the teacher to support the educational activity of students by traditional means at a sufficient level, the extreme difficulty of supporting the motivation of students to study; the use of various devices by the participants of the educational process. Accordingly, directions for reformatting both educational materials and the actual educational process have been identified. Based on the preliminary analysis, the content of content modules: "Specificity of the educational process during distance learning" and "Preparation of scientific and methodological support of distance learning components", which content is aimed at forming the competences of future teachers of general secondary education institutions regarding the organization, effective activities and the creation of educational materials in accordance with the factors of distance learning.

Specifics of distance learning for students of pedagogical specialties subject “Artificial Intelligence Technologyˮ

Artificial intelligence technologies are one of the priority areas that contribute to the progress of society. This necessitates the study of such technologies already at the level of secondary education. At the same time, there is an obvious shortage of teachers trained in this field, which leads to the need to include relevant elements in the content of professional training of students of pedagogical specialties in order to develop their skills in working with modern artificial intelligence technologies. The article describes the experience of distance learning of students in the discipline “Artificial Intelligence Technologiesˮ at the Novosibirsk State Pedagogical University. The organization of the educational process for the study of artificial intelligence technologies involves the use of distance learning technologies that provide the opportunity for students to complete practical tasks at their own pace, quickly update outdated information, and integrate with cloud services. Two different approaches to the professional training of future teachers in the field of artificial intelligence are described. Elements of the content of the training course on artificial intelligence are presented.

Russian and foreign students’ involvement in the educational process in the context of the digital distance educational technologies use in the Russian universities

In the context of global changes in the world socio-economic system, the formation of an international educational research space, in the technological platform of the education system, the widespread use of distance learning technologies it is extremely relevant to conduct a comparative analysis of the involvement of Russian and foreign students in the educational process in Russian universities. The article provides the results of an electronic questionnaire survey of 760 foreign and 2,280 Russian students at universities located in 38 regions of the Russian Federation in all federal districts. Russian and foreign students assessed their level of involvement in the educational process in distance and face-to-face learning according to the parameters of four types of involvement: emotional (affective), behavioral, cognitive and academic. Involvement in the educational process during the distance learning decreases among all students, while for foreign students it is to a greater extent than for Russian students, which is due to the linguistic, cultural, mental characteristics of this category of students. Organizational, technical, psychological and emotional barriers were identified as problems that reduce the involvement in the educational process in the distance learning format of Russian and foreign students.

Analysis of the Main Models for the Implementation of Distance Technologies in the School Educational Process

The article deals with the issue of using the infrastructure of secondary educational institutions for the implementation of distance learning technologies in the educational process. The authors analyze possible options for creating technical and software supplies for the most efficient use of distance learning technologies. The organizational aspects of the implementation of distance learning technologies, options for administrative actions in the presence of different levels of completeness of communication, server and client equipment necessary for the use of distance learning technologies are considered. The purpose of the article is to formulate recommendations on the implementation of distance learning technologies for various educational institutions, allowing the most rational distribution and use of available resources. Research methodology and methods. The research methodology is based on a comparative analysis of scientific literature, analysis of statistical data of the Ministry of Education of the Russian Federation in order to identify the most effective approaches for the implementation of distance learning technologies into the school educational process. Research results, discussion. The article identifies three main models for the use of distance learning technologies in the implementation of educational programs, depending on the personnel, technical and financial resources of schools. The recommendations formulated in the article can be used to achieve educational results based on the use of digital technologies in the educational process. Conclusion. The prospects of the study are related to solving the problem of implementation distance learning technologies into the educational process of various schools in modern conditions. School administrators need to evaluate their resources and take steps to the most productive use of distance learning technologies into the educational process.

Use of Distance Learning Technologies in the Higher Education System

Abstract: Distance learning is defined by a combination of pedagogical and information technologies. Modern computer networks are able to provide knowledge transfer and access to a variety of educational information on an equal basis, and sometimes even more effectively than traditional learning tools. However, for their effective use in the process of acquiring knowledge and forming intellectual skills, a coordinated development of technological, informational, and didactic and methodological components of the educational process is necessary.

Specific Features of the Use of Distance Learning Technologies in Foreign Language Classes with Postgraduate Students


 The study substantiates the effectiveness of using distance learning technologies in preparing postgraduate students in technical specialties for candidate minimum examinations in the foreign language during the transition to distance learning in Moscow universities due to the epidemiological situation in 2020-2021. The present study reveals both positive and negative aspects of distance learning and provides an understanding of the key vector in the development of the methodological basis of pedagogical activity. The study emphasizes the special organizational role of a foreign language teacher in distance learning. The empirical section of the study presents the results of a questionnaire survey of postgraduate students in aerospace specialties collecting their opinions on the distance learning format of the “Foreign language” discipline using information and communication technologies (ICT) at the Moscow Aviation Institute (National Research University). Seventy first-year postgraduate students participated in the survey. The study also uses a questionnaire interview of teachers working with postgraduate students. This survey used open-ended questions. Overall, the study demonstrates students’ positive attitude to the distance format of the “Foreign language” discipline. The use of ICT raises interest both in the learning process and the discipline itself.

Analysis of the Problems of Introducing Remote Technologies in School

The article presents an analysis of the use of distance learning technologies in school education. It is shown that the effectiveness of distance learning technologies and the attitude towards its use on the part of the participants in the educational process significantly depends on the general level of readiness of the material, technical, methodological and organizational base of the educational institution to use digital learning materials and online services. The negative consequences of the use of distance learning technologies, which can affect the quality of education, are analyzed. Possible areas of work in terms of the development of information technologies related to improving the efficiency of e-learning are considered. Attention is drawn to the fact that the digital educational environment of the school should help the teacher to perform various functions (help in the process of solving educational problems, monitor the educational achievements of students, recommend the optimal educational impact). Attention is paid to the psychological aspect of the use of e-learning.

Conditions for Ensuring an Active Cognitive Activities when Using Remote Educational Technologies for Improving Teacher Qualifications

The problem of research and justification of its relevance. The article is devoted to the problems of using distance learning technologies and e-learning in improving the qualifications of teachers. Information technologies are developing intensively, the process of their introduction into education is increasing. It is necessary to comprehend the results of their use for teacher training, the content of which is not the development of information competence. The purpose of the study is to determine the conditions that ensure the active productive activity of students of teacher training courses when using distance learning technologies and e-learning for the formation of professional competencies and labor actions related to the systematic analysis of the effectiveness of training sessions and approaches to teaching and the formation of universal educational actions of students. To identify the conditions, the experience of implementing additional educational programs by the Department of Natural Science Education of the Novosibirsk Institute of Advanced Training and Retraining of Educational Workers is analyzed. Research methodology. The following methods were used in the study: the study and analysis of pedagogical literature, questionnaires, synthesis and generalization of practical results. Results. The analyzed data show that teachers are ready to work productively with the use of distance learning technologies, electronic education, provided that there is the possibility of prompt feedback, the possibility of personal contact with the teacher and the use of webinars, with the provision of a dialogue response. The answer to his question is important to the teacher. Therefore, it is necessary to provide an interactive mode of interaction, which is the main condition for productive work in the implementation of an additional professional qualification improvement program. Another important condition is to ensure the team improvement of the qualification of teachers of one educational organization.

Psychophysiological Prerequisites to Master Foreign Language Communicative Competence by University Students during the Functioning of a Hybrid Educational Program

The article presents a theoretical analysis of the phenomenon of hybrid educational environment. Definitions of distance learning are given. The history of the development of distance learning both in Russia and abroad is noted. A brief overview of the use of distance learning technologies in the educational process is presented. The psychophysiological features of the perception of foreign speech by ear and its development in the learning process through distance educational technologies are considered.

ДИСТАНЦИОННЫЕ ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ В ПОСЛЕДИПЛОМНОМ ОБРАЗОВАНИИ КАК СРЕДСТВО ОБУЧЕНИЯ МЕДИЦИНСКИХ СЕСТЕР В УСЛОВИЯХ COVID-19

At the present stage of healthcare system development, due to the pandemic of the new coronavirus infection COVID-19, postgraduate education of specialists with secondary vocational medical education is undergoing significant changes. Nurses are faced with new realities of our time — training on additional professional training programs with the use of distance learning technologies. The use of distance learning in the implementation of the educational process is an effective mechanism of postgraduate education, which contributes to the formation of a high level of general and professional competencies, as well as a productive career model of a medical worker. A characteristics of nurses training in the conditions of COVID-19 was the intensification of the use of distance learning technologies, which ensures the availability of education, creating the opportunity to maintain and improve their professional level regardless of location and at a convenient time, in turn reducing the number of social contacts of students, expanding geographical boundaries, covering a large number of specialists. The specific features of medical education are that the main part of the competencies being improved and formed is inextricably linked with forms of training that requires personal presence, for example, practical manipulations and communication skills. Therefore, to implement the complex of basic characteristics of postgraduate education of secondary medical workers, elements of e-learning and distance learning technologies are introduced and used together with the development of practical skills, using the innovative approach “education–science–practice”, taking into account the modern development of advanced medical science technologies and the priority of patient safety. Distance learning technologies in postgraduate training of medical workers allow us to effectively solve current educational tasks, taking into account the needs of the healthcare system.

The study of factors affecting student satisfaction with learning using distance learning technologies

In the era of rapid development of educational technologies, informatisation of the learning process has become one of the most popular areas of educational activity thus providing particular importance to study the conditions allowing the construction of an electronic educational space that would successfully integrate into the educational process and ensure its effectiveness. The article describes the results of an empirical study of the relationship between the characteristics of the information and educational environment and student satisfaction with learning activities. The study involved 217 students of Witte Moscow University, studying with the use of distance learning technologies. Mathematical processing of the obtained data showed the presence of a statistically significant relationship between students' satisfaction with educational activities with the position of the pedagogue, the correspondence of teaching to students' expectations, as well as the quality of feedback. The author suggests pedagogic techniques that allow to organise training centred on the interests and capabilities of students, as well as to increase the level of satisfaction with learning in an information and educational environment. The results of the study can be used to improve training organised with the use of distance learning technologies.

Experience in conducting classes in a digital educational environment

The article examines the experience of conducting classes during the period of mass use of distance learning technologies in the implementation of basic general education programs. Despite the fact that the remote format was not completely new and many teachers had some experience in the use of distance learning technologies, the simultaneous transfer of all forms of education to distance mode led to some technical difficulties and, first of all, the impossibility to provide all classes online. On the other hand, such a massive transition to a remote format has led to a cascade increase in the methodological experience of conducting various forms of classes remotely with the involvement of the maximum number of teachers and students. Some of the techniques can be applied when conducting classes in a traditional format.