The growing role of distance learning platforms at higher educational institutions in developing countries, and the inadequate study of their effectiveness have necessitated the elimination of this imbalance. An additional problem in studying the issue of platforms’ effectiveness is the limitation of studies, which is based on qualitative methods of assessing the effectiveness. The quantitative assessment of the effectiveness and level of satisfaction with the implementation of distance learning platforms at higher educational institutions has been conducted in this academic paper. The assessment has been conducted using the System Usability Scale (SUS) to assess the Usability of the Moodle remote platform in Ukraine and the User Satisfaction Questionnaire (USQ) to assess students’ satisfaction. The article proves the connection between the Usability of the distance learning platform and the level of satisfaction with its use. This provides an opportunity to improve the problem areas of the Usability platform in order to increase the efficiency of its use. The following effects of application have been revealed, namely: increase of internal motivation, involvement in the learning process, level of satisfaction from courses and training programs (curricula), recognition of homework’s importance, increased interest in subjects, and students’ self-efficacy. Effective communication and quick response, an automatic control system are factors that contribute to the introduction of modern distance learning platforms in the educational process of HEI. The important elements of the effectiveness of distance learning platforms in the educational process of HEI are interactivity, simplicity, convenience, the speed of student-teacher interaction, platform flexibility, and quality control.
In modern times, new means and techniques for optimising the educational process are required because one of the purposes of professional training is to increase the effectiveness of the educational process. Good‐quality professional training requires the introduction and implementation of modern educational technologies. The authors studied this, using the example of future engineers‐teachers' training, and implementation of modern educational technologies into this process was the purpose of the study. Such methods as analysis, synthesis, empirical method, concretisation, generalisation, survey and questionnaire were used. The aspects of readiness for the introduction of modern educational technologies were studied. The first condition is the readiness of university teachers to organise the process of training future engineers‐teachers with the use of modern educational technologies and their active introduction into the educational process. Another aspect is the development of individual approaches to each student with the use of modern educational technologies. Also, a desire for professional self‐improvement and self‐education should be developed in students which will contribute to successful training. The results of the study allowed to conclude that the level of students' readiness to the introduction of modern educational technologies does not fully meet societal needs.
The article is devoted to the problem of professional training of future teacher assistants to work in an inclusive education. We have established the role of the professional activity of a teacher's assistant in the conditions of inclusive education. An analysis of scientific views on determining the phenomenon of readiness of a teacher's assistant for professional activities, and the impact of an inclusive educational environment on the learning process of children with special educational needs. It was found that the formation of readiness for professional activity is evidenced by the following signs: a positive attitude to teaching; professional and pedagogical orientation of the individual; availability of psychological and pedagogical abilities; system of psychological and pedagogical knowledge, skills and abilities; moral personality traits; independence and creativity in solving professional problems. In the article we noted that the future teacher, who carries out his own professional activity in an inclusive education, plays an important role, because he must not only carry out a high level of educational process, form a child with special educational needs a set of necessary competencies, but also provide assistance in social adaptation, establishing contacts with the outside world, people around. The essence of the concept and the structure of the teacher's assistant's readiness for professional activity in the conditions of inclusive education are determined. It is noted that the professional training of the future assistant teacher of work with children with special needs is an extremely important issue in today's conditions. The essence of the concept and the structure of teachers' readiness for professional activity in the conditions of inclusion are determined. It is proved that the combination of professional pedagogical socio-civic, general cultural, language-communicative, psychological-facilitative, entrepreneurial and information-digital competence allows to carry out high-level pedagogical activity in the field of inclusive education and self-awareness in the profession.
The purpose of the article is to evaluate the practice and experience in the development of distance learning forms. Methodology. This article used secondary data from the UK Student Survey (Office of National Statistic COVID-19 Insights Survey (SCIS) during May 4-12 and November 19-29, 2021, to assess trends in the impact of the pandemic on their success. Results. The study found that limitations in higher education due to the spread of the coronavirus have driven the need for online education. In the UK, the most common education form was self-study or distance learning with a lecturer. Its prevalence has decreased as restrictions continue due to the online learning forms development (from 14% to 55%). With the developments, the number of students wishing to continue learning may be related to the adaptation to the new educational environment. In the UK, the combination of different distance learning methods is also changing, and the availability of online materials is increasing. The reduction in the amount of students' group work, the number of pre-recorded lectures or content, and the number of scheduled online classes from 76% to 40% remains negative.
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