The article analyzes distance learning and educational processes, such as education, pedagogical technologies, methods and upbringing in the context of globalization trends in the postmodern world. The new technologies, which have prompted and eventually led to globalization processes, indicate the need to master these new technologies since teaching today requires one to apply one’s professional results efficiently. The trend of education is globalization, which seems inevitable under a dramatically changing educational reality. Global education is defined as one of (...) the areas in the development of current pedagogical theory and practice. It aims to prepare learners for professional activities in a changing and increasingly interdependent world. Indeed, globalization lies in implementing and using internet technologies in education. Recognizing the multiplicity of meanings and views, the postmodern society is entering a state of crisis. It is because the Covid-19 pandemic and, consequently, new living conditions associated with it, require a new worldview. In this regard, education reforms are becoming a priority, given that the 21st century is the age of information and nanotechnologies. Information technology is a prerequisite for teacher training today. At the same time, informatization of education is impossible without creating, using and developing informational and educational environments, which in turn should enable the realization of an intellectually developed individual embodying the necessary professional qualities. (shrink)

Distance Learning (DL) courses have become ubiquitous, especially since the pandemic. Having had some experience with DL in high school, first-year students might be inclined to enroll in DL courses. Other students take DL because of completing demands on their time, such as work, family, or athletics participation, and some students just like the flexibility afforded by DL courses. However, many college students are unprepared for the self-regulative practices, including time management and assistance-seeking behaviors, required for success in (...) a DL course. (shrink)

The process of continuing education of paramedics is based on gaining educational credits during five-year educational periods. One of the forms of self-improvement are Internet-based educational programs. The lack of regulations concerning the organizational and technical aspects of e-learning made the authors attempt to analyze the phenomenon. The aim of the article is to present an initial analysis of the role of online educational programs in comparison with other forms of professional training of paramedics. One in three respondents has (...) recently used one of the methods of distance learning. Despite the low awareness of the effectiveness of e-learning, almost 70% of the interviewees expressed a positive opinion about it and over 50% were willing to use such forms in the future. The respondents preferred online trainings in the asynchronous version, containing audio-visual materials and providing the possibility to obtain a certificate issued to the participant after completing the course. The demand for topics in the area of professional training included mainly the fields of Drug Therapy, electrotherapy, electrocardiogram evaluation, medical segregation, and help in delivery in pre-hospital conditions. Modern forms of distance learning do not make it possible to acquire practical skills, yet their role in professional training of paramedics is still significant. According to the authors, online educational programs constitute an effective complement to traditional training through the performance of tasks in a mixed form, known as blended-learning. (shrink)

The article is devoted to innovative postmodern requests for the liberalization of education. Postmodernism influenced education not only methodologically, but also by changing the very pedagogical culture of teaching. Now the relevance of the research topic is due to the problems of forming information content and methodological support for the introduction of distance learning technology in mobile form. The introduction of IT in education, the improvement of smart devices, the formation of an electronic information and educational environment have (...) created the basis for such forms of education as mobile learning and blended learning. In both cases, the student situationally himself forms the educational process, turns from an object of training into its subject. The humanistic potential of mobile learning in the sense of ensuring equal access to education for people with different abilities is noted. The opinion is expressed about the importance of student motivation and IT competence of teachers to provide information content, intensify the introduction of e-learning and mobile-oriented learning technologies. It is argued that learning based only on mobile learning technology, using smart devices without classroom or office work, real communication with the teacher is not didactically self-sufficient, which would provide adequate language skills. Effectiveness in learning foreign languages is achieved by synergy of technologies distance mobile and traditional classroom or classroom training, real communication with the teacher. (shrink)

Due to the threat of the spread of coronavirus, in order to organize and conduct classes, as well as to ensure the continuity of the educational process during the quarantine period, educational institutions are recommended to conduct classes in the mode of remote support of the educational process. Distance learning is a form of education using computer and telecommunication technologies that provide interactive interaction between teachers and students at different stages of training, as well as independent work with (...) information network materials. The article reveals the importance of using distance learning technologies at the present stage of development of information and communication technologies in the process of training future teachers. The place and role of distance learning technologies in the higher education system is determined. It is noted that with the development of the technical capabilities of the teaching methodology and technology, the means of the teacher's educational activity change. It became possible to use new organizational forms of the educational process, using information and communication technologies. The idea of ​​what a postmodern person should be like, what competencies should have, is changing. (shrink)

In an atmosphere of shrinking state funds for edu cation and the glistening power of information technology, the administrators of educational institutions, especially higher education, are investing heavily in the construction and increased use of distance learning classrooms. Yet, in this rush to be both economi cally streamlined and technologically advanced, few policy makers are inquiring into the educational bene fits actually proffered to the end users, that is, teachers and students. This article advances such an inquiry by (...) revealing how the equipment in such facilities explic itly or implicitly embodies, and thereby determines, pedagogical choices. Such "hardwired" pedagogy may enhance the type and amount of data flow, but it effectively restricts the options for teaching and learn ing on the part of both the teacher and the student. Furthermore, virtual classrooms functionally transfer parametric control of classroom interaction from the participants to the equipment and therefore to the technicians, accountants, bureaucrats, manufacturers, and engineers. (shrink)

This revised and updated edition of _Open and Distance Learning in the Developing World_ sets the expansion of distance education in the context of general educational change and explores its use for basic and non-formal education, schooling, teacher training and higher education. Engaging with a range of topics, this comprehensive overview includes new material on: non-formal education: mass-communication approaches to education about HIV/AIDS and recent literacy work in India, South Africa, and Zambia schooling: new research projects in (...) open schooling in Asia and subsaharan Africa, and interactive radio instruction in South Africa the impact of new technology and globalisation: learning delivered through the internet and mobile learning the political economy: international agencies, the role of private sector, and funding. With its critical appraisal of the facts and examination of data about effectiveness, this book provides answers to problems and poses key questions for the consideration of policy makers, educational practitioners and all professionals involved in implementing and delivering sustainable open and distance learning. (shrink)

The article reviews the peculiarities of distance learning platforms usage in law enforcement educational institutions during the Covid-19 pandemic. Distance learning at U.S. Federal Law Enforcement Training Center, which is based on the Online Campus have been substantiated. Particular attention is paid to topical issues of training on such online training mod-ules of the Campus: crime scene, driving training, drugs, firearms, health, interviews, investigation, law, topography, maritime training, personal security, technical means, terrorism, stopping vehicles, etc. There (...) are also programs to study the courses "Small Arms" and "Use of Force" in the online training modules of the Campus. The specifics of professional training of border guards in Asian countries have been revealed: the use of platforms of law enforcement agencies; focus of training on the devel-opment of basic competencies and the ability to solve problem situations; the opportunity to take online courses for all categories of staff at a con-venient time; creation of a three-level round-the-clock system of functioning of training of specialists. Peculiarities of professional training of border guards of European countries have been outlined considering the usage of both the platforms of institutions and joint platforms of international organizations, namely: web platform Virtual Aula of Agency FRONTEX; CEPOL DL web platform; European Coast Guard Training platforms; ILIAS EU Mission EUBAM; Connect & Learn UNHCR; UNODC and others. Special attention is paid to the capabilities of the Virtual Aula web platform for training teachers, instructors, external experts, etc. Web platform Virtual Aula of Agency FRONTEX presents up-to-date information on educational programs conducted in Europe. Characteristics of distance learning platforms usage in higher law enforcement educational institutions in Ukraine have been presented. Distance learning course of the English language for border guards have been developed and implemented. Considerable attention is also paid to the disclosure of online assessment of knowledge: the test of self-control on the topics, modules, and procedure of final assessment. (shrink)

This essay discusses critical approaches to culture, difference, and empathy in health care education through a reading of Junot Diaz’s “Wildwood” chapter from the 2007 novel The Brief Wondrous Life of Oscar Wao. I begin with an analysis of the way that Diaz’s narrative invites readers to imagine and explore the experiences of others with subtlety and complexity. My reading of “Wildwood” illuminates its double-edged injunction to try to imagine another’s perspective while recognizing the limits to—or even the impossibility of—that (...) exercise. I draw on post-colonial theory and feminist science studies to illuminate a text that is created and interpreted in a post-colonial context—the Dominican diaspora in the United States. The essay offers a model of historical and critical analysis that health care educators can use to frame the concept of empathy in the classroom and the clinic. (shrink)

The article examines the state and trends in the development of distance learning in the world in conditions of covid-19, identifies the main specific difference between distance education and other forms of education, and analyzes the state of the world market of educational services via the Internet. The important features and characteristics of distance learning, examples of its organization in higher educational institutions, as well as statistics on the development of distance learning in (...) the world are presented. The main problematic points on the way of introducing the distance education system in the context of a pandemic and the factors hindering the development of this promising form of education are identified. In addition, the article examines the psychological and pedagogical features of distance learning with the current conditions of the development of education at the university. The psychological characteristics of students and their learning difficulties have been determined. It also clarified the problems faced by teachers in the organization and implementation of distance learning. Practical recommendations for the support of distance learning for students have been developed. (shrink)

One of the many drastic changes caused by Covid-19 was the quick implementation of distance learning which represented a great technological challenge to many teachers and students. In fact, Italy ranks 24th amongst the 27-EU member countries in digital competitiveness which testifies to the significant delays and gaps in basic digital skills amongst the population. Based on the difficulties encountered in organizing distance learning, we assumed that teachers' perceived stress increased. Given that transversal skills can be (...) associated with this relationship, we hypothesized that among these skills, self-efficacy mediated the relationship between the difficulties in organizing distance learning and perceived stress. Since we targeted teachers from Italy and other European countries, we also hypothesized that this mediator effect would be different for both samples. Our sample was composed of a total of 366 primary/middle school teachers of which 86% female. After doing a mediation analyses with Process, Hayes' Model 4, we confirmed H1 but not H2: resulting in a partial mediation effect of self-efficacy for each individual group of teachers. Since difficulties of distance learning can affect the perception of stress, we believe that the promotion of transversal skills, such as self-efficacy, can better equip teachers when facing stressful situations. (shrink)

This article concerns a silver beaker (now at the Residenzmuseum, Munich) decorated with scenes which seem to be related to the Spanish conquest of Mexico. On the basis of stylistic, iconographic and archival evidence the silversmith is here tentatively identified with an Italian-born artist, Stefano Capello, who is thought to have added a decoration to a pre-existing beaker on the eve of the treaty of Cambrai (3 August 1529). Margaret of Austria, aunt of the emperor Charles V, might have given (...) the beaker as a gift to Louise of Savoy, mother of Francis I, king of France. The article argues, relying upon Warburg’s notion of Pathosformeln (formulas of emotion), that in the early 16th century the New World was perceived and made familiar through an Old World idiom, based on visual formulas taken from classical antiquity and mediated by the Italian Renaissance. (shrink)

Education implies that a student learns when the teacher teaches : if there is not learning, it would be absurd to think that teaching has occured. However, in the case of distance learning, it is sometimes difficult to ensure the participation of the student, particularly when there is a time gap between teaching and learning. Under these circumstances, using certain narrative or stylistic devices prone to solicit the reader may bring the latter to actively take part (...) in the course she is reading). The dialogue is one of the literary devices that improves the reader’s cognitive activity, because she then identifies either with the respondant or with a silent witness. Epistolarity has a similar effect because it evokes a dialogue. This paper studies the literary devices used in Epicure’s letters along with recent research on distance learning, to highlight their didactical purposes. (shrink)

As the Philippines continues to grapple with the effects of the COVID-19 pandemic, new modalities of instruction are being devised by the administration of Rodrigo Duterte, through the Department of Education (DepEd). Among these are what the DepEd provided as self-learning modules (SLMs) combined with “alternative learning delivery modalities” which include radio-based instruction (DepEd 2020). The SLMs and radiobased instruction are the most common modalities of learning, being the most accessible especially for the poor students of the (...) country. This paper will examine the pedagogical and political dimensions of a radio-based instruction. Coming from the tradition of philosophy of technology that emphasizes the political nature of technology, I will argue how the logic of radio broadcasting predetermines a specific pedagogy and form of communication. I will further argue how this predetermined form of communication carries the danger of being an effective support for authoritarianism. (shrink)

Realities of the formed information society made actual for inclusive education a problem of formation of professionals of the new directions capable to apply information technologies to improvement of interaction between participants of process of distance learning. Until recent time the institute of distance learning had no analogs in our educational system. It has to become one of the most important elements of the organization of remote education. Inclusive education becomes the new strategic direction of modern (...) education in Russia, its program of development to 2020 is designated by the Federal law ‘About the education in the Russian Federation‘ which has come into force on September 1, 2013. Ideas of inclusive training were born from a pressing need of society to help children to be integrated with features of development into society. Without it a creation of a new civilized society, the education system that meets the requirements of the humanistic principles is not possible. In this connection, creation of a substantial and technological basis of the organization of inclusive education of children in the mode of distance learning is an extremely important for today social, moral and pedagogical problem. In its center are the development of the subject, granting equal opportunities to each pupil to build the individual educational trajectory, culturological cultivation of the person capable to take an independent position in relation to external conditions. Distance learning serves as strong and active technology of socialization of such children. However, in the theory and a technique of training, the problem of distance learning of children with disabilities is insufficiently solved that is caused by unavailability of most of teachers to apply these technologies. There is a contradiction between objective practical need of distance learning for children with disabilities and insufficient readiness of a theoretical and technological basis. This is a main problem discussed in the study. In theoretical plan, it is a problem of development of the practical-focused theoretical and technological basis of distance learning of children with disabilities. On the practical level, it is a problem of formation of the subject information and education environment, designing of the contents, definition of methods, pedagogical technologies, the conditions of formation promoting achievement of the planned educational results and development of cognitive independent activity without prejudice to health of children on the basis of the accounting of their individual abilities. Technological effectiveness of the purposes is provided with prediction of educational results, their expression through requirements to actions of pupils. Recent time, children only start studying and mastering remote technologies therefore, first of all, they have to seize rational ways of educational activity and learn to work with information, i.e. priority value has to be allocated for formation of informative and logical and informative and information universal educational actions. (shrink)

Traditional flat-structured bigram and trigram models of phonotactics are useful because they capture a large number of facts about phonological processes. Additionally, these models predict that local interactions should be easier to learn than long-distance ones because long-distance dependencies are difficult to capture with these models. Long-distance phonotactic patterns have been observed by linguists in many languages, who have proposed different kinds of models, including feature-based bigram and trigram models, as well as precedence models. Contrary to flat-structured (...) bigram and trigram models, these alternatives capture unbounded dependencies because at an abstract level of representation, the relevant elements are locally dependent, even if they are not adjacent at the observable level. Using an artificial grammar learning paradigm, we provide additional support for these alternative models of phonotactics. Participants in two experiments were exposed to a long-distance consonant-harmony pattern in which the first consonant of a five-syllable word was [s] or [∫] (“sh”) and triggered a suffix that was either [-su] or [-∫u] depending on the sibilant quality of this first consonant. Participants learned this pattern, despite the large distance between the trigger and the target, suggesting that when participants learn long-distance phonological patterns, that pattern is learned without specific reference to distance. (shrink)

The article addresses organization of distance learning of foreign languages in quarantine during the postmodern era. It is noted that organization of distance learning in the educational process is very important. It was clarified that distance learning is based on synchronous and asynchronous modes. The essence of the concepts of “distance learning”, “asynchronous learning”, “synchronous learning”, “quarantine” is explained. Articles of domestic and foreign teachers and scientists analysing the broached subject (...) were reviewed. The article highlights advantages and disadvantages of distance learning. It has been studied that for students studiing foreign languages remotely, an interesting form of learning is watching TV shows and movies. The digital programs and the essence of their advantages are also given. The researchers’ view on the effectiveness of multimedia presentations, trainings, games is given. It is also found that during the COVID-19 pandemic, it is hard for parents to work on the platforms unlike children. The platforms for synchronous and asynchronous learning are separated. It is noted that teachers with primary school students use visual forms of learning to interest children and to present new material in a clear and accessible way. During the COVID-19 pandemic, virtual communication is found prevaling in postmodern society. It is noted that a foreign language can be learned through a Facebook group. It is investigated that learning foreign languages requires special attention to development of communication skills. The problems that arose in teachers during the organization of distance learning during the coronavirus pandemic are studied. (shrink)

Providing high-quality education for students with emergent proficiency in the language of instruction (referred to here as multilingual students) presents a challenge to inclusion for educational systems the world over. In Austria, a new German language support model was implemented in the school year 2018/19 which provides language support in separate classrooms up to 20 h a week. Since its implementation, the model has been strongly criticized for excluding multilingual students from the mainstream classroom, which is argued to reinforce the (...) educational disadvantages that they face. The study presented here provides unprecedented qualitative insight into how schooling for students within the so-called German language support classes (GLSC) was organized during the COVID-19 pandemic. It builds on results of a previous large-scale quantitative study (n= 3,400 teachers), which was conducted during the first lockdown (spring 2020) and indicated a high risk of exclusion for marginalized students, especially for multilingual students in GLSC. To gain deeper insights into the situation of these students during school closures, 37 teachers who work in these classes at both primary and lower-secondary schools in Vienna were interviewed, of which 18 interviews were considered for analysis. The interviews focus on the situation during the first and second school closures in the city of Vienna. A thematic analysis of the interview data reveals teachers’ perceptions of aspects which harmed or promoted inclusion for students in GLSC during these periods of school closure. Teachers’ perceptions of the most harming factors for students included strong language barriers between teachers and students, restricted access to technical equipment and supportive learning spaces, and low parental engagement. A development that promoted inclusion of these students was the option to allow them to come to school during the second school closure. Since existing studies on the schooling of students during school closures have hardly addressed the situation of students in GLSC, this study contributes to closing this research gap. (shrink)

The article presents a philosophical understanding and real interpretation of the existence and evolution of pedagogical (educational) discourse in the postmodern space. The results of scientific research are analyzed and the structural-semantic relationship of the concepts, terms and categories associated with the terminological field “discourse” is defined. The authors raise the problem of the postmodern significance of discourse in the period of the global transformation of the educational environment, caused by the pandemic COVID-19, which has put humanity before the fact (...) of actualization of remote communication and receipt of educational services. The authors believe that distance learning should be provided with strong technical and technological support on the one hand and the use of this vector set of educational, pedagogical, learning and development technologies in the preparation of future specialists in the system of higher education on the other. The article deals with new approaches to the application of discourse-supporting technologies and methods. Thus, the emphasis is placed on the relevance of an open informational and educational environment of higher education institutions in the postmodern space where the role of discourse as a constructive tool of postmodernism is determined by the new interpretation, and the teacher becomes a generator of innovations in this context. (shrink)

In recent years, the increase in stress experienced by students, and the related health problems have become a key challenge for health psychologists. The aim of this cross-sectional survey study was to compare stress, areas of stress and coping-strategies of 246 distance-learning and 254 on-campus students. One-way analyses of variance showed no significant differences in perceived stress and stress symptoms between the student groups. Stress-inducing areas were revealed by qualitative content analysis. Chi-square tests showed that on-campus students significantly (...) more often reported study- and performance-related areas, whereas conflicts between work and private life were more present among distance-learning students. Results also indicated that on-campus students significantly more often cope with stress by means of social support. These findings may help tailoring stress-management interventions for different student groups. (shrink)

Covid-19 pandemic had an impact on many day-to-day activities but one of the biggest collateral impacts was felt by the education sector. The nature and the complexity of higher education is such that no matter how prepared we are as faculty, how planned our teaching and assessments, faculty are all too aware of the adjustments that have to be made to course plans, assessments designed, content delivery strategies and so on once classes begin. Faculties find themselves changing, modifying and deviating (...) from original plans to ensure accessibility and inclusiveness, this may be due to a variety of reasons such as student abilities, behaviour, disturbances and even outside factors that may be political, environmental, social etc. Majority of the time, faculty are prepared for the change that needs to be incorporated and are quick to adjust. However, no one expected the disruption to education that was caused by COVID19 pandemic. The world came to a standstill while schools and universities scrambled to push learning to the digital space. It was important to try to ensure continuity of learning for students, but the issue of integrity came to the forefront by summertime. Faculties were suddenly expected to restructure their lessons, delivery, teaching and assessing digitally, at the same time ensuring and upholding integrity of the concepts taught and assessed. This has neither been easy or straightforward because the situation was unprecedented with little or no prior documentation or guidelines to help. Recognising this gap, this paper is an attempt at providing exploratory findings from authors’ experiences in their respective institutions over the ensuing months. The paper attempts to record the changes made by the faculty and colleagues to lessons and assessments with particular focus on how technology has been used to help restructure classes, deliver lessons and assess students which have aided in minimizing the likelihood of students cheating. The paper further narrates the reflective changes that were made in response to experience, student/external examiners feedback etc. (shrink)

The article talks about the postmodern education system, its focus on the modernization of distance learning in connection with quarantine, which requires new integration approaches to the organization and content of the educational process in higher education institutions. Innovative pedagogical technologies of distance learning are analyzed, in particular, the essence of inverted learning technology is described. A systematic approach to the integration processes in postmodern education as a result of the search for new innovations and (...) the organization of distance learning as a universal and most humanistic form of learning, which initiates multivariate strategies for the innovation process in the hyperspace of European education and cultivates the integration of educational values. The author's ideas on creating optimal conditions for the adaptation of a particular applicant for higher education to the requirements of the distance learning and professional environment with an innovative information technology system are substantiated. The optimal conditions for the information-technological system of activating interactive communication of all participants of the educational process not only of a certain university, but also outside it, thanks to Smart-learning are determined. Innovative changes in personnel management of postmodern education as the main factor of effective strategy of management of distance learning, capable to be provided only by competitive teachers with a high level of display of creativity in professional skill are outlined. Algorithms of optimal actions of personnel management on introduction of innovative technologies of distance learning in the conditions of quarantine taking into account prevention of conflicts and crisis states at participants of educational process in the conditions of pandemics and unexpected educational changes are developed. (shrink)

This study investigated cheating behaviours, contributing factors, and strategies to enhance the integrity of assessment in an online learning context. The researchers conducted an analysis of the literature on students’ motivation to cheat in online modules and noted that there is limited research on the specific reasons why students cheat in online learning contexts. To contribute to this knowledge gap, this study set out to understand cheating in two English modules with first-year second language students, in an open (...) distance and e-learning institution in South Africa. The purpose of this study is (1) to investigate why students cheat in their online assessments, (2) to explore the contributing factors of cheating behaviours, and (3) to determine strategies to minimise cheating. Using qualitative methods such as focus group discussions with students, evaluation questions with markers, and one-on-one interviews with lecturers, the study found that cheating is a significant issue in distance education, with students admitting to various forms of cheating in online assessments. Using the social cognitive theory of moral disengagement, the study found that cognitive mechanisms motivate students to engage in unethical behaviour such as cheating. The study recommends implementing an interactive module design, lecturer training on student support, and stringent academic integrity policies to minimise cheating. There is a need for studies that explore the impact of cheating and the effectiveness of different strategies for minimising cheating and enhancing integrity in online assessment. (shrink)

This article maps the components of telephone tutorial conferences used for distance learning in higher education. Using conversation analysis we identified four common sequences of TTCs as `calling in'; `agenda-setting'; `tutorial proper'; and `closing down'. Patterns of student participation look similar to those in face-to-face tutorials and the degree of interaction during `calling-in' and agenda setting does not foretell student participation in the `tutorial proper'. Student participation was related to differences in `communicative formats' adopted by tutors and students (...) for different purposes. These findings have helped us reflect on our communicative practices as university teachers and indicate that TTCs are functionally comparable with face-to-face tutorials in higher education settings. (shrink)

Since online delivery of education has become a major approach to teaching in Open Distance Learning institutions, it becomes critical to understand how academics learn to teach online. This study was designed to explore the lived experiences of academics who had participated in a professional development programme aimed at moving them from traditional distance teaching to online facilitation of learning. Giorgi’s phenomenological psychological method was used to analyse and retrospectively examine the learning experiences of the (...) participant academics in order to establish how they lived, behaved and experienced the training programme. The participants described their experiences in relation to distinct lived worlds that included the world in relation to self, others, time, and their environment. The academics’ experiences and concerns provide insight into their skills development needs and the adequacy of the programme provided in addressing these and equipping academics for online teaching. The perspectives identified could serve to guide the development and promotion of professional development programmes for online teaching and learning. (shrink)

Student support services are the cardinal features of the Open and Distance Learning System. In India, the Indira Gandhi National Open University, 13 state open universities and over 200 Distance Education Institutes attached to conventional universities and private/autonomous institutes offering programmes through the distance mode have all created adequate provisions for learner support services and the systems, rules, regulations and norms have been put in place. However, it is significant that a learner in the ODL system (...) remains away from the teacher and the peer group. Thus, the learner feels isolated and needs the empathy of all the functionaries concerned. It has been our experience at IGNOU that more often than not the functionaries fail to realize the value of a learner and the learner fails to understand the value attributed to him by the ODL system. Without such realization the rules and regulations lose their significance. Hence, inculcation of values is of paramount importance in the functioning of the ODL system. In this article we have discussed about ‘inculcation of values’ among the ‘learners’ as well as the ‘functionaries’ for developing ‘best practices’ in learner support services in the ODL system. The inputs are based primarily on direct experiences of the authors. (shrink)

Shifting learning to distant formats especially at the higher education level has been unprecedented during the past decade. Diverse digital learning media have been emerging which allow learner autonomy, and at the same time, require the ability of efficient regulation of various aspects of the learning process for sustainable academic progress. In this context, supporting students in self-regulated learning in an optimal way becomes an important factor for their academic success. The present study attempts through a (...) systematic review of 38 studies to provide an overview of the interventions identified as supporting all areas of SRL, in its three phases in distance education environments at the higher education level. As the study results show, there are a number of SRL support interventions available with proven positive effect on SRL. However, their distribution has been found to be uneven. Whereas metacognition regulation and the performance phase of learning is vastly investigated, the emotion regulation, and the preparatory and appraisal phases of the SRL cycle are somewhat underexplored. As complex and multi-component as the process of SRL is, the combination of various interventions, and specific features, for more comprehensive support has also been found beneficial. Additionally, it has been revealed that the emotion regulation, in most cases, is closely related to motivation regulation, and similar interventions support these two. Future studies can further explore the efficiency and relevance of the identified interventions, taking closer look at the effects of various digital media, learner characteristics as well as different levels of education on learners’ self-regulation needs. (shrink)

Six African countries participated in an intercontinental professional development workshop developed by the science and math staff at the University of Iowa and supported by the Africa-America Institute. The 11-day workshop was designed to produce changes in goal setting, assessment practices, instruction, and curriculum structures for high school teachers. The article provides a detailed description of the workshop and discusses evidence of workshop successes. Preworkshop and postworkshop vision statements and curriculum units were used to track the progression of five Kenyan (...) educators as they moved toward constructivist-based practices. Teachers enhanced their views of science and math learning outcomes and learning environment as the workshop progressed. Specifically, teachers moved from emphasizing better grades and exam scores to greater student use of science and math skills. They also shifted from a heavily teacher-centered classroom view to a more student-centered classroom view. (shrink)

This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments. Self-determination theory provides a broad psychological framework for these phenomena. Data were collected from 649 bachelor-degree students in the Social Sciences in five Israeli academic institutions. Structural equation modelling was employed to investigate the research variables’ relationships. Findings indicate that statistics anxiety mediates the relationship between personality traits and academic dishonesty in (...) the POE and the ERT learning environments. Findings also indicate the relationship between students’ achievements and academic dishonesty, but only in the ERT learning environment. In contrast, motivation mediates the relationship between students’ achievements and statistics anxiety only in the POE learning environment. This study unveils that learning environments determine the mediating role of statistical anxiety. In digital learning environments, mediation has been found between students’ personality traits and academic dishonesty. No similar parallel mediation could be established in the physical learning environment, F2F. Thus, we conclude that online courses should be designed according to student-centred approaches. (shrink)

Introducción: las tecnologías de la información y las comunicaciones se utilizan cada vez más en las universidades como medios de enseñanza. Se ha optado por el uso de los objetos de aprendizaje para lograr la reutilización, accesibilidad, durabilidad e interoperabilidad en sus recursos educativos. Objetivo: enunciar algunos de los valores humanos que se que se manifiestan en el proceso de autoformación con los objetos de aprendizaje. Método: se utilizó la observación como método científico durante el proceso enseñanza-aprendizaje con los objetos (...) de aprendizaje para la autoformación de los estudiantes. Resultados: se enunciaron algunos valores intelectuales, éticos, estéticos, físicos, morales y sociales, que se revelan en el proceso de autoformación con los objetos de aprendizaje. Conclusiones: Los valores humanos que manifiestan los estudiantes durante el proceso de autoformación con los objetos de aprendizaje sirven para establecer juicios de valor consistentes, derivados de modos de pensar y sentir que les permitan enfrentar sus decisiones vitales. Introduction: Information technology and communications are increasingly used in universities as teaching means in the teaching-learning process. The use of learning objects has been opted to achieve reusability, accessibility, durability and interoperability in its educational resources. Objective: To enunciate some human values occurring in the process of self-education with learning objects. Method: The observation as a scientific method for the teaching-learning process with learning objects for independent self-training of students was used. Results: There have been enunciated some intellectual, ethical, aesthetic, physical, moral and social values that are revealed in the process of self-training with learning objects. Conclusions: The human values that students showed during self-training with learning objects serve to establish consistent value judgments derived from modes of thinking and feeling that enable them to cope with their vital decisions. (shrink)

The article analyzes the implementation of an online educational module and its impact on the organization of the classroom’s interaction order. The latter is institutionally constrained by the presence of a goal and the distribution of roles between teacher and students. The introduction of a digital learning platform adds a technological context to the institutional setting. The article considers technologies as possessing communicative affordances — opportunities for action made possible or delimited through their use. Technologies bring new interactive resources (...) to the process of ed­ucation and can affect the organization of the classroom’s interaction order. Using multimodal conversation analysis, we analyzed video recordings of the telemediated interaction of Russia-based students and teachers within a gamified online educational module. We investigate a case in which a student’s correct answer is nevertheless corrected by the teacher. We dem­onstrate that the teacher initiates the correction because they are guided by the ordering of the game elements within the interface. Based on a detailed analysis of the teacher’s mouse movement in relation to ongoing turns-at-talk, we show that this orientation is sustained by all participants. The work contributes to classroom interaction studies and affordance theory and develops the methodology of multimodal transcription for mediated contexts. The primary result of the study is an empirical demonstration that the relevance of technological affordances for interactants is situation­ally produced, and that this process is associated with the interweaving of the institutional and technical context of interaction. The conclusion discusses the relationship between affordances and institutional norms. (shrink)

The article describes techniques for organizing an English lesson that help reduce stress and increase students ' motivation. Comprehensive and continuous use of the described methods is the most important condition for a comfortable stress-free environment in the classroom, which forms a healthy and successful student. The article also contains recommendations for creating a comfortable emotional background in the English lesson by means of special mini-exercises, games, and chants aimed at attracting students attention.

Distance education has a long and complex history. It accounts for more than one-third of all higher education students in the world and, because of its very nature, has produced some of the top graduates worldwide who were unable to study fulltime and on-campus for various reasons. One of the most prestigious graduates of the DE system was the former state president of South Africa, the late Nelson Mandela. Online learning is a form of DE and fast becoming (...) the preferred method of instruction and delivery. Critiques of online learning, and of DE itself, will argue that, because of the separation of the teacher and the student, only academic skills can be taught and learnt using this medium. The so-called ‘softer skills’ – those that focus on the development of the person – are best taught in a face-to-face, traditional environment. This article focuses on a review of DE theories and models. A particular emphasis is placed on online learning theories, and how the teaching of formational learning skills can be successfully incorporated into this educational setting. The article draws from a range of studies that have been conducted, based on conceptual and empirical research evidence from various authors. Drawing from Garrison, Anderson and Archer’s Community of Inquiry framework for online education, it presents key elements that relate to the formational training of theology students. The article examines research that both supports and cautions against online learning for formative development. It concludes by suggesting a blended model of both face-to-face and online learning, where meaningful interactions between the learner and teacher take place, is desirable. The article highlights the important role that DE can play in developing the human component of education. (shrink)

The paper demonstrates the feasibility of information and communication technologies in English as a foreign language teaching and learning process. The organizational and pedagogical approaches to efficient EFL learning in the context of the COVID-19 pandemic have been outlined. Furthermore, the main perspectives and challenges appearing in an online learning environment have been characterized. The proposed paper aims to consider the possibility of integrating innovative computer technologies into online foreign language learning to foster students’ autonomy and (...) boost their language proficiency. The findings suggest that using ICT is beneficial for mastering a foreign language in out-of-class settings. Admittedly, there is no perfect or universal blend that may suit all the EFL learning environments. Therefore, it is claimed that blended programs should be created for each academic course regarding students’ wants, needs, and abilities. Furthermore, each higher educational institution needs to have a strategy for designing and implementing a distance EFL learning program that considers instructional, pedagogical, and technological factors. (shrink)

Summary By using the example of a single proposition and its diagrams, this paper makes explicit a number of the processes in effect in the textual transmission of works in the exact sciences of the ancient and medieval periods. By examining the diagrams of proposition 13 as they appear in the Greek, Arabic, and Latin traditions of Aristarchus's On the Sizes and Distances of the Sun and Moon, we can see a number of ways in which medieval, and early modern, (...) scholars interpreted their sources in an effort to understand and transmit canonical ancient texts. This study highlights the need for modern scholars to take into consideration all aspects of the medieval transmission in our efforts to understand ancient practices. (shrink)

The author intends to investigate the role of social distancing laws in the new normal as well as the effectiveness of forced shift to media online learning. This research indicates that student involvement had a moderating influence during the epidemic. This study is based on social learning theory, which endeavors to emulate the behavior, perceptions, and emotions of other individuals. The data were obtained from various Chinese universities. We gathered data utilizing the stratified sample approach as well as (...) Google Form. A total of 256 students enrolled in a variety of programs at Chinese universities completed a questionnaire for this investigation. The direct, mediating, and moderating effects of the variables were evaluated using partial least square structural equation modeling in this study, using the Smart-PLS software 3.0. According to the findings, forced shift to media online learning acts as a mediator between the lack of social interaction, perceived harm, perception of maintaining social distancing, and the law, and the effectiveness of media online learning has a significant effect on the effectiveness of media online learning. In addition, student engagement appears to be a moderator between the forced shift to media online learning and its effectiveness. A future study might concentrate on gaining a deeper understanding of the numerous online engagement-promoting behaviors. Teachers must go above and above to provide themes that enable pupils to connect while learning. Instructors and educational institutions will benefit from the research since it will allow them to define methods for boosting social interaction in online learning and analyze methods for enhancing the efficacy of media in online learning. (shrink)