Search results - CEJSH

1

Uczestniczki i uczestnicy procesu kształcenia wobec wyzwań kształcenia zdalnego

100%

Porzucek-Miśkiewicz M.

Kultura-Społeczeństwo-Edukacja

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2021

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vol. 20

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issue 2

141-155

EN

The article presents the results of study on the challenges faced by distance learning. It was carried out by means of a proprietary online questionnaire among students of pedagogy of the Faculty of Educational Studies at the University of Adam Mickiewicz in Poznań. Conclusions drawn on the basic research results may be helpful in understanding the well-being of students during distance learning.

2

Editorial

54%

Smyrnova-Trybulska E.

International Journal of Research in E-learning IJREL

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2018

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vol. 4

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issue 1

5-8

PL

The EU not only provides funding, but also has launched several policy initiatives and interventions on the digitalisation of education, outlined, for instance, in “Europe 2020 Strategy,” “Digital Agenda for Europe,” “Agenda for New Skills and Jobs,” “Innovation Union,” “Opening up Education: Innovative Teaching and Learning for All through New Technologies and Open Educational Resources,” “DigComp 2.0: The Digital Competence Framework for Citizens,” “A European Framework for Digitally Competent Educational Organisations,” “A Digital Single Market Strategy for Europe,” “New Skills Agenda for Europe: Working Together to strengthen Human Capital, Employability and Competitiveness,” Digital Skills and Jobs Coalition, and “Strategic Framework – Education and Training 2020.” Furthermore, contests such as European Digital Skills Awards for outstanding projects contributing to digital skills development have been launched. The authors from ten countries try to consider and analyse the contemporary topics and modern trends in the fields of internationalisation of higher education, IT competence, and intercultural competences development in conditions of the digital world. The present volume includes seven articles gathered in three chapters.

3

DOPPELDIPLOM-PROGRAMM HAGEN–PÉCS. DIE BEIM FERNSTUDIUM AUFTAUCHENDEN UND ZU LÖSENDEN PROBLEME

51%

Mátyás J.

Germanica Wratislaviensia

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2011

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vol. 133

201-213

EN

Since 2001, students at the Faculty of Economics of the University in Pécs (Hungary) can study at the FernUniversität in Hagen (University Hagen – Germany), too. It means that they can graduate a German degree parallely with their Hungarian studies. For a successful distance learning, students need to read German professional texts without dictionary, they must be creative, self-sufficient, be familiar with learning strategies, and the cultural differences between Hungary and Germany. The problems of distance learning must be solved by teachers, too. Seminars can be organized where students can be prepared for the exams. It is very important for the teacher to be creative and flexibel, to give advice and methods, strategies of learning and reading to the students.

4

ІНДИВІДУАЛЬНА СПРЯМОВАНІСТЬ НАВЧАЛЬНОЇ ТРАЄКТОРІЇ ДИСТАНЦІЙНОГО КУРСУ В СИСТЕМІ ВИЩОЇ ШКОЛИ

51%

Біденко Л., Казанджиєва М.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 1(55)

29-36

XX

In modern scientific-educational surroundings the effective educational technologies are inseparable from open educational resources, electronic learning devices and distance learning technologies. One of such forms of education is distance learning, in which the transfer of information is carried out remotely by technical means of communication. The problem of implementation of the distance learning is thoroughly described in foreign and Ukrainian didactic literature (articles, thesis researches, monographs, etc.), but the problem of individual approach to distance learning is not presented. The goal of this research is to analyze the tactical ways of implementing individual learning approach to distance course in higher education. The author uses theoretical methods of research (such as analysis and comparison) and empirical ones (such as observation). The article reveals the essence of the concept of "distance education", "distance learning", "individual approach to students’ learning". It is also determined the basis of distance learning, established its advantages and disadvantages. The special attention is paid to individual selection of didactic material of the distance course according to the abilities of the student’s personality. The basic factors of design and development of didactic materials are described; the concept of individual personality traits is suggested that form a subsystem of intellectual sphere and subsystem of interpersonal relationships. An important advantage of this approach is psychological safety and comfort of the learning environment (prevention of complexes, fears, helplessness, etc.) that becomes another factor of studying optimization. The mentioned above approach to distance course as a result promotes the development of the individual personality, which can be called a “student-centered learning”. The article’s material makes it possible to take into account the individual learning approach to distance studying, which will promote the high quality of learning, and become the basis for self-improvement and cognitive development of the individual.

5

СТРУКТУРНО-ЗМІСТОВІ ОСОБЛИВОСТІПРОФЕСІЙНОЇ ПІДГОТОВКИ ПЕДАГОГІЧНОГО ПЕРСОНАЛУДЛЯ СИСТЕМИ ОСВІТИ ДОРОСЛИХ США

51%

Чугай О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 3(47)

172-180

EN

The article aims to clarify the structural and conceptual peculiarities of training teaching staff for the US adult education system. A set of interrelated research methods such as classification and systematization of data, structural and functional, comparative and educational, interpretive and analytical analysis is used. It is found that training teaching staff for adult education system is implemented in fifty USA universities. It is revealed that the USA universities mostly offer one or two training programs, Master of Science and Doctor of Philosophy being the most numerous ones. It is noted that enrollment in adult education programs is conducted in accordance with the concept of «whole person» that is based on life experience, prior learning recognition and motivation to learn. It is found that the greater part of training programs for teaching staff of adult education is offered remotely. The most common is distance learning which is carried out by individual universities. The main features of training programs are allocated: the right to choose from a wide range of programs and disciplines, an opportunity to gain experience by participating in various projects, to use the latest equipment and technology, to combine active targeted training and professional development, project and problem-based learning that lead to sustainable improvements in adult education. The possible options for successful completion of programs, such as thesis, exam or project are revealed in some universities. The structure of doctoral programs which consist of a course of basic and optional subjects, dissertation research, exams and defending a thesis is analyzed. It is stated that the Doctor of Pedagogy program is more practically oriented. Certificate programs are designed to obtain certification for those looking for more specialization in adult education or further study for a master’s degree. The study does not cover all aspects of training teaching staff for adult education in the United States of America. It is offered to conduct further investigations of alternative assessment, development of distance learning programs and project-based learning in training teaching staff for adult education system.

6

Higher education during the pandemic. An overview of the higher education system in Uzbekistan

51%

Cytlak I., Mamadaminova N.

Kultura-Społeczeństwo-Edukacja

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2021

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vol. 19

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issue 1

19-36

EN

The article focuses on the development of the education system in Uzbekistan after the country gained independence. It highlights the obstacles to the development of the education system and changes during the pandemic, particularly in the sphere of higher education. The purpose of this research is to provide an overview of the steps in the development of education within the state. It will also evaluate the present condition of higher education during the pandemic. The conclusion states the findings and recommendations for further development.

7

The impact of COVID-19 pandemic and distance learning on physical and mental health of Polish students

51%

Mołoń M., Janda M.

European Journal of Clinical and Experimental Medicine

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2022

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issue 2

202-211

EN

Introduction and aim. In Poland, on 25 March 2020, distance learning, which for many people was known only from literature, entered into force. As a result, education could no longer be provided in its current form and was therefore provided online. Therefore, the main aim of the presented research was an attempt to verify the pandemic and distance education impact on students psychophysical conditions and satisfaction. Material and methods. Some primary school students (grades 6th-8th), secondary school students from the Subcarpathian Voivodeship in Poland and also some university students from foreign countries completed an anonymous survey on the impact of the COVID-19 pandemic on their physical and mental condition as well as on some aspects of distance education. The research was conducted in December 2021 and 804 students (Primary and Secondary School) and 64 university students completed the survey. Results. Both the primary and the secondary school students claimed they were quite satisfied with distance education. The mostly approved aspect of online education was the fact that the time of learning was fitted to students’ needs. Difficulties in distance learning indicated by students were mainly connected with their mental health. Therefore, many students suffered from mental health and concentration problems, unwillingness to be active, apathy. The pandemic was also a stress factor for students and a reason why they were in a bad mood. The pandemic was the reason for an increased interest in natural sciences among 31.3% of primary school students, among 20.8% of secondary school students and among 17.3% of university students from foreign countries. Distance education influenced physical health of almost half of the respondents in both types of schools. The pandemic had an impact on mental health state of almost half of primary school students. 65% of secondary school students said that the pandemic influenced both their mental and physical health. In case of university students the pandemic did not influence their physical health in a significant way (65.4%). The study shows that primary school students used the Internet mainly to play games (almost 50% of the respondents), watch films, listen to music, do homework. Online lessons were only 20% of the answers. Conclusion. There has been a significant impact of COVID-19 on students in elementary school, high school, and university. This resulted in negative mental and physical effects. Respondents were stressed, depressed, and unmotivated. Approximately half of them engaged in physical activity very rarely or rarely. Even though they were satisfied with online learning, which was caused by the COVID-2019 pandemic, the greatest problem was mental concentration problems, lack of motivation, and social isolation.

8

ДИСТАНЦІЙНИЙ КУРС ІСТОРІЇ МАТЕМАТИКИ В ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

51%

Розуменко А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 2(56)

356-364

EN

In the article the urgency of implementing distance learning in the educational process of higher education institutions is discussed. It is proved the necessity to use distance learning courses to train future professionals for continuing education throughout life. Organizational and methodological principles of training course in the history of mathematics are revealed. Such principles of distance learning as teacher-student interaction, self learning by students of training material and ongoing consulting support in the training of students are characterized. The features of traditional forms of teaching in higher education institutions (lectures, practical and laboratory classes, control measures) in distance learning are highlighted. The article analyzes educational and information technologies of distance learning, the content of the main types of distance learning. The author proposes the development of distance course in the history of mathematics that can be implemented in practice of training future teachers of mathematics. The features of distance course in the history of mathematics are highlighted, namely: clearly structured lecture course, accompanied by control issues; a significant number of hyperlinks that allow students to increase the amount of information of the course topics that interested him; mandatory test control for individual topics of the course, the passage of which is necessary for further learning; references and addresses of websites that allow motivated students to study the history of mathematics. The results of the pilot study on implementation of the distance course of history of mathematics in practical training of teachers of mathematics are discussed. The conclusion is made that most students have no personal experience of distance learning, but know that there is such a form; 96 % of respondents consider full-time training qualitative, the second place takes the quality of distance learning; according to the students distance learning is effective for students enrolled on an individual schedule and those who have plenty of spaces for objective reasons. Distance learning can be an alternative provision for objective reasons which prevents the stationary form of education, and it is advisable to offer full-time students teaching some courses they can study remotely at will or by some objective circumstances. Such training courses can make an individual trajectory of the student more flexible and efficient.

9

ФОРМУВАННЯ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ ІНОЗЕМНИХ СТУДЕНТІВ-НЕФІЛОЛОГІВ ЗАСОБАМИ ДИСТАНЦІЙНОГО НАВЧАННЯ

51%

Кушнір І.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 6(40)

374-381

EN

Based on research in the field of distance education the universities and developed recommendations, principles and methods of distance learning Russian as a foreign language at the Kharkov National University, work on drawing up a course on speaking practice for foreign students for the purpose of philologists remote support students’ independent work. In the article the researches in the field of distance learning in higher education are analyzed, the practice recommendations and principles of distance learning Russian as a foreign language are described; the structure of the first semester course on remote conversation practice for foreign nonphilologists students is given by the author. At first the author gives the definition of distance education. Distance learning refers to individualized process of acquiring knowledge, skills and methods of human cognitive activity that occurs mainly in indirect interaction distant from each other participants of the educational process in a specialized environment. This study operates on the basis of modern psycho-pedagogical and information and communication technologies. The objective is provide distance learning education services through the use of modern training in information and communication technologies for specific educational or educational levels according to state educational standards; the program training people to join educational institutions for foreigners and qualification. Then the experience of Russian universities has been analyzed by the author. Practicing Russian higher educational institutions has shown that distance learning Russian as a foreign language is effective if it is carried out within the framework of distance learning or as a remote support independent of foreign full-time students. Then the author states that Ukraine is going through modernization of educational systems, actively introducing interactive technologies in the learning process. The new conditions of teaching Russian to foreign students require implementation of distance learning technologies. In Kharkov universities the remote Russian language courses for international students at elementary and primary stages are created. The article describes the structure of the first semester course in conversational practice for foreign nonphilologists students.

10

ДИСТАНЦІЙНЕ НАВЧАННЯ ВИЩОЇ МАТЕМАТИКИ: ДОСВІД ДОНЕЦЬКОГО НАЦІОНАЛЬНОГО УНІВЕРСИТЕТУ (м. ВІННИЦЯ)

51%

Пузирьов В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 6(50)

283-290

EN

The paper is devoted to a very topical issue of today – the efficient organization of teaching mathematical disciplines of university students in the distance form. The author analyzes the main normative legal documents on the implementation of distance learning in Ukraine. Some minimum requirements for organizational, personnel, scientific and methodological, material and technical bases, information and hardware support of the university for implementing the technology of distance learning in educational practice are given in the paper. Last academic year due to the complex socio-political situation in the east of the country Donetsk National University had to evacuate to Vinnytsya. There was no doubt that in these new conditions an effective teaching just would be really impossible. If it were not for distance learning technologies provided. The distance learning in Donetsk National University was the only practical delivery format to train our students in our educational environment because distance education is that educational mode whereby a student can learn “at a distance”. The instructor and students interact at a distance without having to be physically present in the same location. The author presents own experience of Donetsk National University in designing and implementing of e-learning courses. Certain elements of distance learning at the University have been implemented since 2008. Leaders of Department of distance learning and web technologies and some teachers of the Department of Higher Mathematics and Methodology of teaching mathematics have been successfully involved in some international projects. The examples of some distance learning courses on various mathematical disciplines at the Department of Higher Mathematics and Methodology of teaching mathematics: "Foundations of Higher Mathematics" and "Mathematical Principles of Information activity" are also given. These courses include information about tutors of this course with a link to personal website of the lecturer; schedule; curriculum; e-lectures with links for downloading; slide lectures (programmed in Notebook for SmartBoard); recommended books with links for downloading; online quizzes; online consultation, forum and chat modules; topics of creative tasks and library of scientific projects (the best works of previous students) etc.

11

Distance learning in the time of pandemic as a challenge facing the equal status of the public school

51%

Ernst-Milerska R.

Studia z Teorii Wychowania

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2020

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vol. XI(4(33))

193-210

EN

A public school is an institution for all pupils in a given administrative region. In its actions, it must be guided by the principles of tolerance and social egalitarianism. Social egalitarianism is framed in terms of equal educational opportunities and social justice. The COVID-19 pandemic has forced a significant change in the school practice. Distance learning has become the main form. In this article, we discuss the issue of public school social egalitarianism in the context of the results of the students’ opinion poll on the transformation of traditional forms of education into distance learning.

12

E-learning Courses Satisfaction in Higher Education from Participants’ Perspective

51%

Put D.

Horyzonty Wychowania

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2020

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vol. 19

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issue 51

23-32

PL

Celem artykułu jest zaprezentowanie doświadczenia autora w przygotowaniu i prowadzeniu kursów e-learningowych na podstawie własnych obserwacji i wyników angiety przeprowadzonej wśród uczestników. Autor dokonał analizy, jak studenci postrzegają zajęcia e-learningowe oraz na ile ta forma zajęć jest lepsza lub gorsza od formy tradycyjnej i pod jakim względem. Na wstępie zostały wskazane wybrane zarządzenia Ministerstwa Nauki i Szkolnictwa Wyższego oraz uchwały Senatu Uniwersytetu Ekonomicznego w Krakowie dotyczące prowadzenia zajęć na odległość. Następnie omówiono procedurę przygotowania kursów e-learningowych obowiązującą na UEK w Krakowie. Przedstawiono rolę poszczególnych osób uczestniczących w przygotowaniu takiego kursu. W dalszej kolejności scharakteryzowano przesłanki, które zadecydowały o wyborze kursu z Podstaw informatyki do nauczania w formie e-learningu. Główną część artykułu obejmuje omówienie wyników ankiety przeprowadzonej wśród uczestników kursu. Na zakończenie przedstawiono wnioski z przeprowadzonego badania oraz omówiono dalsze działania mające na celu usprawnienie przygotowanego kursu.

EN

RESEARCH OBJECTIVE: The aim of this paper is to evaluate usefulness of distance learning courses as a form of learning from participants’ perspective. THE RESEARCH PROBLEM AND METHODS: To achieve the purpose, two research methods have been employed: literature review, including rules and regulations concerning distance learning courses, and analysis of the results of a survey conducted among students participating in distance learning course as well as own observations and experiences. THE PROCESS OF ARGUMENTATION: In the paper it is analysed, how students perceiveelearning courses comparing to traditional ones. First, selected Polish Minister of Higher Education and the Senate of Cracow University of Economics (CUE) regulations under which CUE teachers may conduct distance learning courses are presented. Second, the procedure for the preparation of elearning courses at CUE is described. The roles played by individual actors during the preparation of the course are discussed. Next, selected results of the survey conducted among course participants are presented. Finally, conclusions and observations are discussed. Results of the survey confirm that e-learning is a promising type of teaching supporting traditional lessons. RESEARCH RESULTS: Aconsiderable number of participants found this kind of didactic proces useful and attractive. However, an unexpectedly large number stated that they expected more traditional lessons. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The analysis allows to draw interesting conclusions concerning the necessity of selection of participants, problem of systematic work, methods of evaluation, personal contact with a teacher, preparation of teaching materials. All of them will be taken under consideration to improve the course for future participants.

13

Wpływ zdalnego nauczania podczas pandemii COVID-19 na czas poświęcany na naukę przez uczniów branżowych szkół I stopnia i techników w roku szkolnym 2019/2020 i 2020/2021

51%

Humenny G., Kłobuszewska M., Płachecki T.

Studia BAS

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2022

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issue 2(70)

165-190

EN

The outbreak of the COVID-19 pandemic forced the closure of schools in Poland. It was a challenge, especially for vocational education. Distance learning reduced the time devoted by some students to learning, and thus probably also the amount of their knowledge and skills. The authors indicate the key factors of how the transition to distance learning influenced the time devoted by students to education. This paper investigates to what extent the education system managed to adapt to the pandemic conditions and which actions are of special importance for the future. The analysis is based on the results of a survey of vocational school students in Poland who studied in the last grades during the pandemic.

14

ВПРОВАДЖЕННЯ ЕЛЕМЕНТІВ ДИСТАНЦІЙНОГО НАВЧАННЯ У ТРАДИЦІЙНИЙ ОСВІТНІЙ ПРОЦЕС

51%

Глазова В., Кайдан Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 1(45)

224-230

EN

The article deals with the content and structure of the integration of the traditional and distance learning of the students. The principles on which the distance learning is based are reported. The possibilities of integration, a clever combination of full-time, part-time and distance learning are outlined. Supporting forms of the traditional learning system by means of distance education: primary, basic and test evaluation are marked out and grounded. The introduction of the elements of distance learning helps to solve many problems: to improve the efficiency of the teachers and students; to make learning easier and more exciting; to provide access to electronic summaries via local network, Internet; to provide the teachers the opportunity to work with their courses from any location where there is an Internet connection; to automate the delivery and acceptance of the tests, essays, term papers; to save estimates for tasks in database; to enable the collaboration with other departments, faculties, universities and so on. The common features of methodological support of distance learning and implementation of its elements at Donbas State Pedagogical University to support the traditional forms of learning are analyzed. With the introduction of the elements of distance learning a teacher improves the traditional learning process and solves the following tasks: preparation of information for self-work; the choice of the tools to provide information; monitoring of a task; assessment of knowledge. This will help to define the requirements for variants of distance learning construction based on feasibility, opportunity and economical factors more clearly. We believe that one of the elements to ensure entry into the international information and communication space is the usage of distance education technologies, which make further studies of distance learning more prospective. Distance learning can be viewed as an independent basis, as well as an innovative component of full-time study. The use of distance education technologies in teaching the students allows individualized learning. Each student can engage on a personal schedule, varying tempo and time study for the development of the discipline. Thus, the integration possibilities, a bright combination of full-time, part-time and distance learning are quite promising, although it requires certain organizational and administrative decisions.

15

F2F or DL, so why actually BL? A short of analysis of communication strategies, drawbacks and benefits in didactic situations occuring face to face, at a distance, and combined (blended)

51%

Gernand A.

Komunikacja Społeczna. Czasopismo elektroniczne

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2013

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issue 1(5)

19-31

EN

For many professions of a public character, including lecturers or teachers, communication is the basic tool of work. After defining the basic model to work on, the paper considers aspects of communication which concern the specific communicative situation occurring in a didactic environment between a teacher and a group of students. It compares the features of the teaching process occurring face to face and such as occurs at a distance, from the viewpoint of both teachers and students. It briefly outlines and compares objectives, content, speaker’s image, and possible barriers. Considered are both verbal and non-verbal communication elements, with suggestions to aid communication in either discussed situation. The constant development of teaching using the most up-to-date technology seems to lead researchers to considering a third communicative situation, which is complementary teaching, or hybrid teaching. Further analysis focuses on that type of learning, and the way it combines aspects of both situations discussed previously.

16

Internet a kształcenie na odległość w opiniach użytkowników

51%

JANCZYK J., SZNIRCH A., WÓJTOWICZ A.

Edukacja-Technika-Informatyka

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2010

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vol. 1

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issue 2

195-201

PL

Wykorzystanie Internetu w kształceniu na odległość jest szeroko komentowane i publikowane od kilku lat. Osoby zaangażowane w realizację tego typu form kształcenia na wielu forach wyrażają swoje pochlebne opinie. Brakuje nadal ewaluacji e-learningu przez niezależnych badaczy, niezwiązanych z ośrodkami organizującymi zajęcia w tej formie, w badaniach sondażowych obejmujących jako respondentów uczestników tego typu kształcenia. Po zrealizowaniu takich badań sondażowych śmiało można stwierdzić, że e-learning ma i będzie miał znaczący wpływ na rozwój całego sektora edukacji. Prawie połowa osób biorących udział w badaniu opowiedziała się za przyszłą nauką w formie e-learningu. Należy zaznaczyć, że według respondentów nie nastąpi to w bliskim (2-letnim) dystansie czasowym. Przed e-learningiem rozpościera się szeroka, cyfrowa, ale jeszcze nadal daleka droga. Pod względem stwarzanych możliwości e-learning ma szanse wyprzeć tradycyjne formy kształcenia tylko tam, gdzie będzie w pełni realizował cele kształcenia.

XX

The application of the Internet in distance learning has been widely commented and published for a few years. The persons involved in realisation of this type of education form express their favourable opinions on a number of forums. There is still lack of evaluation of e-learning by independent researchers, not affiliated with centres organising this type of education, in survey research including participants of this educational form subjected to this research. Having conducted such survey research, it can be safely said that e-learning has and will have a significant effect on development of this sector of education. Almost half of persons participating in research studies declare that they will take advantage of e-learning education. It should be emphasised that according to respondents, it will not occur in a close (2-year) time period. E-learning faces a perspective of wide, digital, but still distant, road to go. Regarding possibilities posed by e-learning, it has a chance to supersede traditional forms of education in this field where it will completely meet learning objectives.

17

Peculiarities of us Border Guard Officers’ Training at the Federal Law Enforcement Training Center Using Online Campus

51%

Bloshchynskyi I.

Comparative Professional Pedagogy

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2015

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vol. 5

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issue 4

57-61

EN

Professional training of future US border guard officers at the Federal Law Enforcement Training Center using e-FLETC Online Campus has been substantiated in the article. Special attention has been paid to revealing such topical areas of Online Campus computer-based training modules (crime scene, driver training, drugs, firearms, health, interviewing, investigative, legal, mapping, maritime, officer safety, technology, terrorism, traffic stops, training) that include over 120 lessons and 20 videos which are available on a wide range of topics. Web-based training lessons which include topics such as counterterrorism, crime scene preservation and documentation, disaster, crisis and emergency strategies and management, domestic violence, drug endangered children, drug related crimes, elder abuse, firearms, fitness and healthy lifestyles, human trafficking, interacting with special needs populations, intelligence led policing, interpersonal skills and conflict management, interviews and interrogations, investigating technology related crimes (protecting and collecting digital evidence), investigative skills and techniques, knowledge of laws and regulations, leadership and management, lessons learned (previous case analysis), maritime law enforcement, etc. have been revealed. Besides, examples of “Firearms” and “Use of Force” curricula in e-FLETC Online Campus have been presented.

18

Distance Education: An Analysis of Learning Theories in an E-learning Environment

51%

Tuczyński K.

Kultura i Edukacja

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2023

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issue 4(142)

67-79

EN

The article concerns theoretical considerations on psychological concepts of learning in the context of e-learning. The author begins the theoretical analysis by reviewing the literature, including behavioural, cognitive and humanistic theories. Based on a detailed analysis, cognitivism is indicated as a theory that has particular application in e-learning, especially due to the continuity of the teaching process and adapting the content to the student’s level. An example of a cognitive model is D. Kolb’s model, which can be effectively used in e-learning because it includes closed cognitiveexperimental processes. The basic argument for adopting cognitive theories as dominant in e-learning is their ability to maintain the continuity of the educational process, which can be effectively implemented via e-learning platforms. A key element connecting cognitive theories with e-learning is the Multiple Coding Theory, which suggests that the transfer of knowledge becomes more effective when it takes place through different channels, enabling reception through several senses.

19

Incorporation of learning strategies into adult distance learning

51%

Koķe T., Norvele I.

Studies for the Learning Society

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2008

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vol. 1

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issue 1

39-48

EN

The paper is based on a study of a group of adult students in a distance learning environment. The focus of the study is on the student comprehension of particular learning strategies. The students' experiences are documented by using case study method and interviews, as well as a quantitative analysis of the results of a survey. The conclusions are that a direct teaching component for learning strategies in a distance learning course may improve the students' strategy awareness as well as contribute to the empowerment of adult students as autonomous learners by reducing their anxiety dealing with new learning situations, by fostering reflection and meta-cognition, and by providing a sense of achievement.

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TEACHING A FOREIGN LANGUAGE IN A DESKTOP VIDEOCONFERENCING ENVIRONMENT

51%

Kotuła K.

Teaching English with Technology

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2016

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vol. 16

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issue 3

37-51

EN

This paper aims to explore how language instructors teach with a synchronous multimodal setup (Skype). It reports on findings from research which evaluated how teachers use technologies to enable them to work in distance learning contexts. A total of 124 teachers (86 female and 38 male), offering online private lessons, were asked to complete a survey in which they were asked to describe the advantages and disadvantages of Skype, as well as to enumerate functions they consider are missing in this tool. They were also invited to share their opinions about most efficient models of language learning and teaching. The results show Skype is, on the whole, judged by teachers as a valuable tool in the context of distance language learning. Its use in teaching, nevertheless, has some limitations, which stem from various factors, such as IT infrastructure weaknesses (e.g. interrupted connections), lack of some functions (e.g. supervising the content of the learner’s screen) or the specific nature of contact with the interlocutor (the lack of a possibility to interact in a common space).

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