Distance Education in Historical Aspect

Katane, Irena; Katans, Edgars

doi:10.17770/sie2012vol1.51

Cited by 5 publications

(5 citation statements)

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“…Atvērtās izglītības galveno principu uzskaitījumu var turpināt arī ar šādiem principiem jeb prasībām (Kahle, 2008;Katane, Katans, & Vāvere, 2012;Roeder et al, 2017): 1) nodrošināt izglītības pieejamību visiem visa mūža garumā; 2) nodrošināt izglītības piedāvājuma daudzveidību; 3) nodrošināt atvērtās izglītības resursu piejamību, bet vienlaicīgi arī nodrošināt to autortiesības; 4) nodrošināt mācību procesā iesaistīto indivīdu aktīvu dalību, iekļaušanos izglītības procesā; 5) nodrošināt pieredzes apmaiņu un jaunas pieredzes gūšanas iespējas.…”

Section: Tabula Izglītības Paradigmu Salīdzināšanaunclassified

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Open Education as a Philosophically Methodological Basis for Distance Education

Katane

Katans

Vāvers

2021

SIE

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Over the centuries, humanity's notions and worldview of what education should be have changed constantly in the order it serves both the development goals of society as a whole and the interests and needs of each individual. In the global educational environment, including Latvia, several educational paradigms have emerged and nowadays coexist which often complement each other. Among them, the Open Education paradigm plays an important role, where the main emphasis is on access to education. The aim of the research: to substantiate Open Education as a philosophical-methodological basis for distance education. The results of the research show that the origins of Open Education can be found in the philosophical thought of the Enlightenment era philosophers, as well as representatives of education, culture, and religion. The roots of the Open Education ideas can be traced to the history of distance learning, these ideas developed in close connection with the development of distance education/distance learning theories and their implementation in practice. From the 18th century to the present day, the ideas of Open Education developed and supplemented with new views on the aims, basic dimensions and principles, and functions of education, gaining more larger interpretation of this concept. At the end of the twentieth century, Open Education became the basis for a new educational paradigm in the Postmodernism era not only regarding distance education. Open Education became one of the most important doctrines of Postmodernism in the development of education, according to which the concepts of open education, open educational environment, and open school developed. There are three dimensions of Open Education: space, time, and process. Open Education and distance education have common three basic principles: openness, respect for distance in providing education, and flexibility.

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Section: Tabula Izglītības Paradigmu Salīdzināšanaunclassified

“…Atvērtās izglītības paradigmas aizsākumi un attīstība atrodama tālmācības attīstības vēsturē (Kasch, Van Rosmalen, & Kalz, 2021;Katane, Katans, & Vāvere, 2012;Weibner, 2020).…”

Section: Ievads Introductionunclassified

Open Education as a Philosophically Methodological Basis for Distance Education

Katane

Katans

Vāvers

2021

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“…Thanks to emergency distance education technology, teachers and students have the opportunity to access educational activities without being directly in the presence of each other (Verduin & Clark, 1991). Simultaneously, the freedom of time and space it offers, variety of tools and methods used, provide advantages (Katane et al, 2015). Educational objectives through emergency distance education can often be achieved in the shortest possible time with minimal effort.…”

Section: Introductionmentioning

confidence: 99%

Uzaktan Eğitim Sürecinde Okul Müdürlerinin Rollerinin İncelenmesi

Özdaş

Demir

2023

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmanın genel amacı uzaktan eğitim sürecinde okul müdürlerinin rollerinin incelenmesidir. Araştırma, nitel araştırma desenlerinden olgubilim olarak tasarlanmıştır. Araştırma evreni, Batman il merkezindeki resmi ilkokul ve ortaokullarda görev yapan okul müdürleridir. Araştırmada ölçüt örnekleme yöntemi kullanılmıştır. Araştırmanın çalışma grubu, ilkokul ve ortaokullarda görev yapan ve en az bir yıllık yöneticilik kıdemine sahip 40 okul müdüründen oluşmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Veriler elektronik ortam aracılığıyla elde edilmiştir. Çalışma grubundan elde edilen veriler, araştırmanın alt amaçları çerçevesinde içerik analizi ile analiz edilmiştir. Araştırma sonuçlarına göre okul müdürleri uzaktan eğitim sürecinde okullarında bilgilendirme ve hazırlık çalışmaları gerçekleştirmişlerdir. Söz konusu süreçte öğretmenlere yönelik teşvik etme, iletişim kurma, ortam sağlama, planlama ve yetiştirme; öğrencilere yönelik olarak süreci tanıtma ve eğitim faaliyetleri gerçekleştirme; velilere yönelik olarak da süreci tanıtma çalışmaları yapmışlardır. Ayrıca okul müdürlerinin Covid-19 sürecindeki uzaktan eğitimi başarılı, başarısız ve yetersiz olmak üzere üç farklı şekilde değerlendirmektedirler.

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“…Ekoloģiskā pieeja ļauj pētīt un pamatot izglītības vides, t.sk. tālmācības vides, attīstību un mainību laika un vides dimensijās (Katane, Katans, Vāvere, 2012a;2012b).…”

Section: Introductionunclassified

Ecological Approach in the Substantiation of the Contexts of Distance Education Environment

Katane¹,

Katans²,

Vavere³

2015

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The development of a human being takes place in the interaction with his/her life environment. Educational environment, including distance education environment, is particularly important for the facilitation of the sustainability of all society and the development of each individual. Ecological paradigm becomes more and more topical in modern education. The authors of the article base their research on the ecological approach, where an educational institution as the distance education environment is a multicomponent/multicontextual system. The results of theoretical research enabled the authors to identify several contexts of distance education environment: informative environment, technological environment and e-environment that complementary supplement each other. There have been analyzed and compared several concepts related to distance education, identifying in them the common and different features. Ecological approach enabled to reveal the essence of distance education and to describe distance education environment from different aspects.

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Distance Education in Historical Aspect

Cited by 5 publications

References 1 publication

Open Education as a Philosophically Methodological Basis for Distance Education

Open Education as a Philosophically Methodological Basis for Distance Education

Uzaktan Eğitim Sürecinde Okul Müdürlerinin Rollerinin İncelenmesi

Ecological Approach in the Substantiation of the Contexts of Distance Education Environment

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