Distance course examination

Abstract

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.

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

“…If take these values as thresholds (i.e. compare the each condition's significance level with them -if it is less than the threshold, the condition is discarded (0), otherwise the condition is accepted (1)), then there are 12 conditions selected for AV G (1,2,3,4,6,7,13,14,15,16,17,19), and 11 for W AV G (the same as for AV G, except 1). This number of conditions is excessive, so an empirically sampled multiplier (1.1) was introduced and applied to T AV G and T W AV G, giving such limit values 1.1T AV G = 1.298 and 1.1T W AV G = 1.320 "Selection by AVG" and "Selection by WAVG" (1 -condition sampled, 0 -condition not sampled).…”

“…In [1] it is stated that "in general, the higher education system of Ukraine has demonstrated great adaptive potential during the forced transition to distance innovative learning technologies during the quarantine period. At the same time, the limited capabilities of the IT infrastructure of many higher education institutions and the unsatisfactory digital competence level of scientific, scientific-pedagogical and pedagogical workers [2] did not allow to ensure the educational process in distance learning at a sufficient level [3]. Distance innovative learning technologies have become especially important with the Russian Federation armed aggression in 2014 [4] and, in particular, the act of armed aggression against Ukraine on February 24, 2022 [5], which resulted in a large number of temporarily displaced persons, higher education institutions and an increase in number of temporarily occupied territories' residents that have a need in quality educational services [6].…”

4th International Conference on Sustainable Futures: Environmental, Technological, Social and Economic Matters

“…-Enriching the learning environment through digital transformation and innovative technologies [141,142]. -Enhancing the quality of distance education through expert examination and training programs for course developers [143]. -Leveraging innovative technologies like augmented reality to enhance language education [144].…”

The Wheel of Mathematics Learning Methods

“…Bloom's taxonomy has become a very important element in the educational community and has been adopted by many educational institutions in the United States and abroad [2], but in the future, due to increasing criticism, it began to be used less. According to scientists, concepts of different orders are mixed in this hierarchy, namely, specific learning results (memorization, understanding, application) and mental operations necessary to achieve these results (analysis, synthesis, evaluation).…”