Challenges to Manage the Educational Process in the HEI during the Pandemic

Machynska, Nataliya; Dzikovska, Mariia

doi:10.18662/rrem/12.1sup2/251

Cited by 15 publications

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“…The concept of distance education has been studied for a long time (Dumford & Miller, 2018;Machynska & Dzikovska, 2020;Simonson et al, 2019). However, it requires a more detailed examination under the current conditions connected with the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

RETRACTED ARTICLE: Distance learning impact on the English language teaching during COVID-19

et al. 2021

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These days, distance learning has almost completely replaced traditional teaching methods due to the COVID-19 pandemic and the introduction of quarantine measures. A sharp rise in interest in distance learning methodology has raised a number of new questions and challenges. This research examines changes in the training process and cognitive abilities and academic performance during the coronavirus pandemic. Students of the I.M. Sechenov University and Al Ain University were surveyed (103) during classroom and distance English learning before and during the COVID-19. Three samples of the average values of the respondents' selfassessment of academic performance, cognitive abilities (namely concentration and memory), progress in performing oral assignments, progress in performing written assignments, ability to absorb information while reading and by ear; general health condition during the training and were obtained and tested for the Gaussian distribution law compliance. All of the rates studied fell during distance learning during a pandemic compared to distance learning outside a pandemic. However, it should be noted that they still turned out to be higher than the marks obtained in classroom teaching. Students were interviewed for possible factors influencing the reviewed teaching modes effectiveness (the survey showed that these factors are an increase in the amount of leisure time, ability to take breaks more often, more comfortable learning environment, no need to spend time on the road to the university).

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Section: Discussionmentioning

confidence: 99%

RETRACTED ARTICLE: Distance learning impact on the English language teaching during COVID-19

et al. 2021

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“…Para autores como (Rodríguez et ál., 2014); Moodle fue diseñado con visión global, tanto para la enseñanza como para el aprendizaje es por ello que se presenta las siguientes características: a) es apropiada para el aprendizaje en línea y para complementar el aprendizaje presencial, b) tiene una interfaz de navegación sencilla, ligera y eficiente, c) sus Esta obra se comparte bajo la licencia Creative Common Atribución-No Comercial 4.0 International (CC BY-NC 4.0) Revista Trimestral del Instituto Superior Universitario Espíritu Santo áreas de introducción de texto tienen un editor html tan sencillo como un editor de word, d) le permite al docente tener control total sobre todas las opciones de un aula virtual, e) ofrece diferentes actividades para los cursos, tales como tareas, chats, foros, glosarios y cuestionarios, f) permite que todas las calificaciones para los foros, cuestionarios y tareas puedan verse y descargarse como un archivo con formato de hoja de cálculo o archivo de texto, g) crea un registro completo de los accesos del usuario y dispone de informes de la actividad de cada estudiante, con gráficos y detalles sobre su paso por cada módulo (último acceso, número de veces que lo ha leído), e igualmente de una "historia" detallada de su participación en cada uno de los recursos y h) facilita la integración con el correo, enviando copia de la mensajería y de los foros al correo electrónico (Cedric, 2020) (Chun, 2015) (Manzares, 2020). (Area, 2009) señaló que la educación con Moodle, es bastante similar a la presencial o semipresencial, debido a la gran interacción positiva que se produce entre sus usuarios y la pedagogía que existe detrás (Machynska & Dzikovska, 2020 3. Interfaz de uno de los curso por ejemplo el de Comercio Electrónico donde se muestra las actividades síncronas y asíncronas, foros, talleres, deberes y lecciones a llevar a cabo en el aula virtual dentro del período académico (Medio et ál., 2020).…”

Section: Características Primordiales De Una Plataforma Moodleunclassified

Análisis bibliométrico de la interacción profesor - alumno a través de las plataformas virtuales

Paz

Avecillas

2020

revista

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La evolución de las tecnologías web 4.0 es el próximo gran avance en las plataformas virtuales y se centrará en ofrecer un comportamiento más inteligente, más predictivo, de modo que podamos, con sólo realizar una afirmación o petición, poner en marcha un conjunto de acciones que tendrán como resultando aquello que pedimos o solicitamos. El objetivo de esta investigación fue presentar cuales son las plataformas virtuales de mayor uso entre la interacción profesor – alumno debido a la nueva modalidad que estamos viviendo por la pandemia del Covid19. La metodología implementada fue de carácter descriptivo y de diseño bibliográfico. Los principales resultados de la investigación mostraron que la plataforma virtual con más aceptación debido al acceso libre, a su interfaz y versatilidad es Moodle (95,15%), destacando por encima de otras plataformas virtuales como Chamilo (3,10) y Sakai (1,75). Finalmente, como futuras investigaciones se plantea realizar un análisis de interacción de plataformas virtuales pero esta vez centrándose específicamente en estudiantes de postgrado y de doctorado para lograr un conocimiento más exacto entre los procesos de instrucción y educación colaborativa

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“…Educators and scientists of educology rushed to search for ways out of the occurred situation. The existing technologies designated for distance teaching and self-learning were newly reconsidered looking for optimal solutions in the context of the present situation (Machynska & Dzikovska, 2020;Terenko & Ogienko, 2020). Aiming to mitigate the threats, educational institutions switched to distance education.…”

Section: Introductionmentioning

confidence: 99%

COVID-19 Lessons: Experience in Organization of Distance Pre-school Education

Railienė

Pivorienė

Prakapas

2021

DER

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The article focuses on the analysis of new experience in the national context, i.e. the organisation of distance education in preschool education and the challenges in application of the innovation, when the implementation as such is not planned and modelled for getting ready for it in advance. In Lithuania, before the COVID-19 pandemic, distance education in preschool education, which is meant to prepare a child for school, was not applied, there were no specific guidelines, tested teaching platforms or pedagogic practices. The study deals with the results of focus groups research performed in June 2020, designated for discussing of experiences of the Lithuanian preschool education institutions in distance education gained during the quarantine (from 16/03/2020 to 29/05/2020). The performed analysis of experiences in the organisation of distant education in preschool education disclosed the essential challenges faced when applying this form of education in the education of six-year-old children. It has been established that the key challenges organizing distance education in preschool education are related to the lack of the IT solutions for distance education; the readiness of the participants of the education process for distance education and engagement in suchprocess of education, as well as the lack of support from national and regional institutions in the organisation of distance education. The results of research open possibilities for further researches, which are necessary for efficient and sustainable distance education integration into preschool education. In this context, explicit, deep research related to the analysis of appropriateness of distance education platforms in the early stage of age, search for didactic solutions of digital content for them and deep research into concrete implementation cases is necessary.

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Challenges to Manage the Educational Process in the HEI during the Pandemic

Cited by 15 publications

References 0 publications

RETRACTED ARTICLE: Distance learning impact on the English language teaching during COVID-19

RETRACTED ARTICLE: Distance learning impact on the English language teaching during COVID-19

Análisis bibliométrico de la interacción profesor - alumno a través de las plataformas virtuales

COVID-19 Lessons: Experience in Organization of Distance Pre-school Education

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