The article deals with the theoretical foundations of carrying out distance course (DC) examination with the aim of creating the program for expert training. An expert is defined as a specialist who has experience in compiling distance courses, organization of distance learning as well as has and uses content tutor skills.The article also describes the basic skills that an expert should have as well as typical mistakes of the developers of distance courses are presented. On the basis of the research a DC ``Expert examination of distance course'' was compiled for experienced developers of distance courses and administrators of distance learning systems at different institutions. During the training, the learners analyzed the purpose of Bloom's taxonomy and its accessibility, the complexity of the text and its design, the tasks and learning activities, the quality of tests and the evaluation system, etc. The result of the course training is learner's report on the distance course examination and analysis of this work. 47 lecturers of Ukrainian educational institutions were trained and only 12 of them successfully completed the training.
Finding solutions to the problems faced by the Ukrainian education system require an adequate organizing structure for education system, enabling for transition to the principle of life-long education. The best option for this is the distance learning systems (DLS), which are considered by leading Ukrainian universities as high-performance information technologies in modern education, envisaged by the National Informatization Program, with the goals of reforming higher education in Ukraine in the context of joining the European educational area. The experience of implementing DLS “Prometheus” and Moodle and the main directions of distance learning development at the National Academy of Statistics, Accounting and Audit (NASAA) are analyzed and summed up. The emphasis is made on the need to improve the skills of teachers with use of open distance courses and gradual preparation of students for the learning process in the new conditions. The structure of distance courses for different forms of education (full-time, part-time, and blended) is built. The forms of learning (face-to-face, the driver complementary, rotation model; flex model, etc.) are analyzed. The dynamic version of implementing blended learning models in NASAA using DLS “Prometheus” and Moodle is presented. It is concluded that the experience of NASAA shows that the blended form of distance learning based on Moodle platform is the most adequate to the requirements of Ukraine’s development within the framework of European education.
The term "Massive Open Distance Learning" was coined by George Siemens in 2008. The process of learning in such courses is the process of creating a network whose nodes are external entities (people, organizations, libraries, websites, books, magazines, databases, or any other source of information). The act of learning consists in the creation of an external network of nodes.In recent years there have been several dozens of open online courses, which have been called cMOOS ( massive open online courses) and are based on a new approach, which has been called connectivism.
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