distance education

The Impact of COVID-19 on Adult Education: Insights from Slovenia

Author: Marko Radovan
Institution: University of Ljubljana
ORCID: https://orcid.org/0000-0002-6564-9201
Author: Sonja Klemenčič
Institution: Slovenian Institute for Adult Education
ORCID: https://orcid.org/0000-0003-2730-9887
Author: Tanja Možina
Institution: Slovenian Institute for Adult Education
ORCID: https://orcid.org/0000-0001-8988-3468
Year of publication: 2021
Source: Show
Pages: 212-228
DOI Address: https://doi.org/10.15804/kie.2021.04.12
PDF: kie/134/kie13412.pdf

This paper presents the results of a study that explored the experiences of adult educators during the COVID-19 pandemic. This online survey was conducted in June 2020 and included directors and teachers in adult education from various institutions in Slovenia. Tutors at Slovenian Third-Age Universities and other associations that provided adult education were also included. The aim of our study was to examine how distance education was implemented during the pandemic, using the concept of ‘emergency remote teaching’ (Hodges, 2020). The study sample included 30 directors of adult education institutions and 124 teachers or tutors. The results showed that organisations providing adult education responded during the lockdown by providing adults with the opportunity to continue their education through distance learning. However, this was not the case for all of adult education programmes. Mostly language courses and formal education were offered. The results show that most adult educators quickly adapted to the new working conditions, but that teaching approaches were rather static and asynchronous teaching solutions. An analysis of the problems teachers faced and the support they needed has shown that action is needed to remove the obstacles to the future provision of adult education as much as possible.

Methods and Forms of Distance Education during the COVID-19 Pandemic: Conclusions from the Literature Review

Author: Paweł Topol
Institution: Adam Mickiewicz University in Poznań
ORCID: https://orcid.org/0000-0002-9810-7214
Year of publication: 2021
Source: Show
Pages: 96-111
DOI Address: https://doi.org/10.15804/kie.2021.02.07
PDF: kie/132/kie13207.pdf

The main goal of the text is to collect conclusions from the experiences of educators and researchers with regard to various aspects of distance learning during the COVID-19 pandemic. Conclusions were collected on the basis of the author’s own experience and the selected source literature. The article consists of two parts: “Conclusions from Polish literature” and “Conclusions from foreign literature”. As the article presents mainly the Polish perspective, the first part is significantly longer than the second one. Part One deals with such issues as: the model of distance learning, the time of pandemic as a crisis situation, priorities in distance education in conditions of isolation, the issue of isolation, and some principles of assessment, among others. The university e-learning platform was also discussed as an example. Part Two addresses such issues as: seven lessons from the pandemic, effectiveness of online testing, psychological aspects regarding a student and a teacher, and augmented reality in distance education during COVID-19.

Nurses’ Lifelong-Learning Tendencies and Their Attitudes Toward Distance Education: A Sample of Turkey

Author: Emine Şenyuva
Institution: Istanbul University Florence Nightingale Nursing Faculty
Author: Hülya Kaya
Institution: Istanbul University Florence Nightingale Nursing Faculty
Year of publication: 2014
Source: Show
Pages: 17-29
DOI Address: https://doi.org/10.15804/tner.14.36.2.01
PDF: tner/201402/tner3601.pdf

Little is known about nurses’ viewpoints, experience, and opinions regarding this issue even though lifelong learning and distance education are of great importance in nursing. It is important to have knowledge about nurses’ lifelong-learning tendencies and attitudes toward distance education when structuring related education programmes. The aim of this study was to determine the correlation between nurses’ lifelong-learning tendencies and their attitudes toward distance education. This is a descriptive research design with a stratified random sample. The sample included 417 nurses. The Lifelong-Learning Tendencies Scale and the Distance Education Attitude Scale were used to collect data. SPSS for Windows 16.0 was used for statistical analysis. Our results show that nurses do not tend to engage in lifelong learning, and they experience uncertainty in their attitudes toward distance education. We found a weak negative correlation between lifelong-learning tendencies and attitudes toward distance education. Continuing education programmes should be designed to improve and support nurses’ attitudes toward lifelong learning and distance education. Distance education supports nurses’ lifelong learning by updating their post-graduation knowledge improving comprehension about developments that affect and consciously broaden their viewpoint and intellectual level. Continuing education programmes to enhance nurses’ personal and professional development should be designed to improve their attitudes toward lifelong learning and distance education.

Relacje – kształcenie – (po)rozumienie : budowanie wirtualnych społeczności uczących się nie tylko w dobie pandemii

Author: Katarzyna Borawska-Kalbarczyk
Institution: Uniwersytet w Białymstoku
ORCID: https://orcid.org/0000-0003-4315-2226
Year of publication: 2022
Source: Show
Pages: 11-32
DOI Address: https://doi.org/10.15804/kie.2022.01.01
PDF: kie/135/kie13501.pdf

Relationship – education – understanding: building virtual learning communities not only in the times of pandemic

The aim of the article is to analyze the process of education carried out in the conditions of online teaching. The author pays special attention to organizing the learning community. Learning is understood as the process of creating knowledge, where interaction and cooperation of students play an important role. The narrative is an extension of the thesis that in the case of distance learning there is a need to build a community of learners, where equally high importance is given to both cognitive and emotional effects. An important role of the teacher is to care for the mutual relations of students in virtual educational networks. The learning process carried out in a properly organized virtual network of students’ cooperation leads from mutual communication to understanding the content and creating knowledge, and learning becomes a very active mental process. The article discusses selected concepts of learning based on the cooperation of learners, the characteristics of which are translated into the model of collaborative learning in a virtual space, using the tools of modern digital technologies. The article indicates the importance of social relations in students’ virtual communities and the advantages of students’ educational activities in the digital space.

Sytuacja Romów w Słowacji podczas pandemii COVID-19

Author: Ivan Rác
Institution: Uniwersytet Konstantyna Filozofa w Nitrze
ORCID: https://orcid.org/0000-0001-8957-215X
Year of publication: 2022
Source: Show
Pages: 91-98
DOI Address: https://doi.org/10.15804/em.2022.03.06
PDF: em/18/em1806.pdf

Situation of Roma in Slovakia during COVID-19 pandemic

The article presented here presents the most important state measures directed at Roma and marginalized communities during the CoOVID-19 pandemic. In March 2020, a state of emergency was declared in Slovakia in connection with the spread of the pandemic, which for the residents of the Slovak Republic resulted in an immediate restriction of contacts, manifested in the closure of all types of schools, institutions and many workplaces. The mandatory mass quarantine of entire marginalized communities has raised NGO concerns about the equal treatment of people living in Roma communities in Slovakia. It is estimated that up to 70 percent of Roma children were not receiving distance education during the first wave of the pandemic, and up to 60 percent had no contact with an educator. Technical equipment, access to educational systems, but also Internet coverage in cities and municipalities became obstacles to education.

Цифрові технології у підготовці майбутніх педагогів: сучасні виклики дистанційної освіти

Author: Олена Будник
Institution: Прикарпатський національний університет імені Василя Стефаника, Україна
ORCID: https://orcid.org/0000-0002-5764-6748
Author: Інна Ніколаєску
Institution: Черкаський національний університет імені Богдана Хмельницького, Україна
ORCID: https://orcid.org/0000-0002-9928-9291
Year of publication: 2022
Source: Show
Pages: 69-78
DOI Address: https://doi.org/10.15804/ve.2022.02.08
PDF: ve/2/ve208.pdf

Digital Technologies in the Preparation of Future Teachers: Modern Challenges of Distance Education

The article highlights the theoretical and practical aspects of the organization of distance education in Ukraine, which has become especially active in the current conditions of the coronavirus pandemic and the imposed martial law due to large-scale Russian invasion. The research methods that allowed to conduct high-quality scientific research on the research issue in the field of higher education in Ukraine are highlighted. The article analyzes the social challenges, which relate primarily to the preparation of future teachers for the use of digital technologies in teaching. The need for professional training of future teachers is obvious, as graduates in further professional activities must be able to organize and implement the educational process in educational institutions using the potential of information and communication technologies, which is one of the most important professional competencies of modern professionals. The results of an empirical study of the outlined problem, which involved teachers from different regions of Ukraine (some of the respondents were students studying at the university and gaining the profession of teacher) are presented. The survey method revealed the understanding of teachers of educational institutions of different types of existing problems and challenges regarding the use of digital resources and tools in distance learning of students. The sample included different age categories of respondents: Boomer Generation, Generation X and Millennium (Generation Y). It was found that some respondents have difficulties in using didactic knowledge in distance learning (36.4%), creating moral and psychological comfort (36.4%), organizing and stimulating activity (25.5%) and effective online communication (21, 8%). Some digital technologies and tools for distance learning of future teachers and organizational forms of using information and communication technologies (ICT) are outlined.

Use of Interactive Methods in Distance Education: Current Challenges and Realities

Author: Kateryna Fomin
Institution: Associate Professor Vasyl Stefanyk Precarpathian National University
ORCID: https://orcid.org/0000-0001-6005-7357
Author: Olena Budnyk
Institution: Professor Vasyl Stefanyk Precarpathian National University
ORCID: https://orcid.org/0000-0002-5764-6748
Author: Alexander Chinchoy
Institution: Associate Professor Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
ORCID: https://orcid.org/0000-0002-2572-1416
Author: Mariіa Klepar
Institution: Professor Vasyl Stefanyk Precarpathian National University
ORCID: https://orcid.org/0000-0001-7715-7928
Year of publication: 2022
Source: Show
Pages: 13-21
DOI Address: https://doi.org/10.15804/ve.2022.01.01
PDF: ve/1/ve101.pdf

The article substantiates the relevance of the problem of implementation of interactive teaching methods in the process of future teacher’s distance (mixed) training in higher education institutions. The theoretical aspects of the outlined problem are covered through the analysis of the content of the main concepts: interactive technologies, dialogue, educational dialogue, distance education, etc. Considerable attention is paid to the presentation of the philosophical and didactic principles of future teacher training to use interactive technologies (in particular, the principles of humanism, anthropological perspective, nature conformity, educational feedback interaction, pedagogical optimism, scientific organisation of the educational dialogue, the communicative orientation of teaching, speech ethics, modelling problem situations in education. Some types of interactive learning are presented and recommended for working with students in teaching socio-humanitarian, natural science, and math disciplines. The necessity to develop future teachers’ communicative activity, critical thinking, and team interaction to conduct constructive dialogues, considering the realities of online and offline learning, is emphasised.

Організація освітнього процесу для здобувачів освіти з непідконтрольних територій Донбасу засобами дистанційного навчання

Author: Дмитро Єфімов
Institution: Горлівський інститут іноземних мов Державного вищого навчального закладу «Донбаський державний педагогічний університет»
ORCID: https://orcid.org/0000-0001-6317-5287
Year of publication: 2022
Source: Show
Pages: 22-32
DOI Address: https://doi.org/10.15804/ve.2022.01.02
PDF: ve/1/ve102.pdf

Organization of Educational Process for Students from Uncontrolled Territories of Donbass by Distance Learning Means

The article is devoted to the problem of organizing the educational process for the learners from the non-controlled territories of Donbas with the purpose to facilitate the process of their work results quality improvement and the creation and application of open electronic systems to support scientific and educational theoretical, methodological and practical bases. It is emphasized that remote technologies today are an effective system of training and online support in order to achieve the highest marks of the level of specialists in educational fields and industries. The vast majority of scientists and educators talk about the benefits of distance learning, which requires much less time and energy to acquire knowledge, skills and abilities, is also much more mobile and comfortable than other existing forms of learning and education. The use of distance education in Ukraine today allows to teach without interruption from the main activity, to teach people with special educational needs, to have access to modern educational resources of the world through the use of mobile electronic communications, to provide educational services in remote corners of our country. The work of the Donbas-Ukraine educational center in the Donetsk region is outlined, where several effective methods of teaching with the use of computer and telecommunication technologies are used in higher education institutions. In developing a model of self-educational activities in the process of distance learning, the principles are identified, which in the educational process reflect the main points of objective laws, which express the needs of their functioning. The stages of self-educational activity related to the assimilation of educational information in the conditions of distance learning are revealed. It is known that the self-educational activities of students include technological and personal components, which are due to didactic and psychological aspects of this activity. The national experience in the introduction of the academic plans into the Moodle distance learning program for the development of information and research competence of teaching staff is highlighted. There has been demonstrated the mechanism of eliminating the problems of distance school with the purpose to enable the students from the occupied territories to receive high- -quality knowledge according to the current national educational programs. The development and dissemination of the positive experience in teaching the pupils from temporarily occupied territories distantly and the system of admission to universities are covered. The Moodle distance system key functions and subjects which can be put to use by pedagogical staff of the core schools are revealed.

The chosen pedagogical, sociological and psychological aspects of a distance education

Author: Stanisław Juszczyk
Institution: University of Silesia, Katowice
Year of publication: 2003
Source: Show
Pages: 161-178
DOI Address: https://doi.org/10.15804/tner.03.1.1.12
PDF: tner/200301/tner112.pdf

In the paper, taking into account the empirical research of different authors, the chosen pedagogical, sociological as well as psychological aspects of the on-line teaching and learning processes in the university education are presented. It has been shown that the use of on-line education causes a significant influence on the didactic process in contemporary university. The typical features of the asynchronous learning networks have been discussed in the framework of cognitive psychology, based on the constructivist theory of learning by Jerome Bruner, cognitive constructivist theory by Jean Piaget and the social constructivist theory by Lev Vygotsky. Special attention has been focused on chosen critical variables for successful on-line learning and such groups of problems as: networked collaborative classrooms, community-building paradigm and types of networked interactions. The functions fulfilled by teachers in the asynchronous learning: organizational, social and intellectual, and their competences, have been described.

Integrated character of information technology and educational space

Author: Wielisława Osmańska-Furmanek
Institution: University of Zielona Góra
Year of publication: 2003
Source: Show
Pages: 189-196
DOI Address: https://doi.org/10.15804/tner.03.1.1.14
PDF: tner/200301/tner114.pdf

Influence that information and communication technologies exert forces changes on educational system and at the same time education is searching for new, modern and innovative solutions. Integration processes that go along with this are additional force that makes responding to new challenges inevitable. It is impossible for each citizen to create his/her own, well-formed knowledge and to take responsibility for this activity without a fundamental change in education system, e.g. without resigning from teaching in aid of developing learning processes and shaping the ability to absorb future technologies. The article presents pedagogical and social aspects of changes which take place in the area of information technologies and influence they exert on extending the man's educational space both internal and external one. It touches on issues related to penetration of mediated space and cyberspace into it and formation of new forms and methods of communication.

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