Organizational and Technical Conditions for the Implementation of Educational Programs of the University Using Open Online Courses of the National Platform for Open Education

Tolsteneva, Alexandra A.; Gruzdeva, Marina L.; Katkova, Olga V.; Prokhorova, Olga N.; Lagunova, Marina V.

doi:10.1007/978-3-030-15160-7_48

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…In the context of distance learning, educational organizations have become more open, which is embodied not only in the availability of information and full information support of the educational process, but also in the rapid development of open distance courses, mobile applications, etc. (Tolsteneva et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Moodle LMS: Positive and Negative Aspects of Using Distance Education in Higher Education Institutions

Egorov¹,

Prokhorova²,

Lebedeva³

et al. 2021

PyR

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In the survey, the respondents evaluated the basic functions of the Moodle LMS, popular in teaching, gave a description of the advantages and disadvantages of this system and evaluated potential areas of system development in educational practice of the University. The conclusions have been made about the need to implement blended learning using the Moodle LMS, which combines various types of distance and classroom work for students.

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Section: Introductionmentioning

confidence: 99%

Moodle LMS: Positive and Negative Aspects of Using Distance Education in Higher Education Institutions

Egorov¹,

Prokhorova²,

Lebedeva³

et al. 2021

PyR

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“…But the college should act according to the principle "every student is individuality" [18]. In this case, the task of the student asset is using their personal characteristics for the more effective formation of the professionally significant qualities of students [19]. Student self-government contributes to the development of talented young people, who clearly realize their rights and duties, know how to exercise their rights and bear full responsibility for the consequences of their decisions [20].…”

Section: Resultsmentioning

confidence: 99%

The Development of Self-Management in College

Smirnova¹,

Vaganova²,

Valuyskaya³

et al. 2020

Proceedings of the IV International Scientific and Practical Conference 'Anthropogenic Transformation of Geospace: Nature, Econ

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Now the aim of the formation of a competent and competitive graduate who is able to adapt to rapidly changing conditions is the main aim because there are lots of innovations in the sphere of education. Educational institutions solve the tasks using all resources. The authors underline professional competencies development can happen both in studying and in other forms at any time. The authors reveal the essence of the growth of student self-management in college as an effective way of necessary competencies evolution. It is noted that self-management at college transforms the traditional system of interaction between the administration and the learners "teacher-student", turning it into a partnership, where the administration acts as a senior partnercoach, which contributes to the more effective development of graduates' competences. However, the development of conditions for student government should be fairly systematized, so the authors proposed a special model for the development of student self-management in college.

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“…Dalam pembelajaran daring, tentu pembelajaran dilakukan menggunakan media komunikasi atau platform yang digunakan untuk mendukung pembelajaran seperti email, chatting, polls, whiteboards, zoom, teams, serta video konferensi. 30 Seperti yang telah disebutkan, bahwa guru sebagai fasilitator bertugas untuk mendampingi dan memfasilitasi siswa dalam belajar. 31 Dalam pembelajaran daring yang dilakukan ini, maka guru dapat menggunakan media komunikasi tidak langsung yang telah disebutkan seperti email, chatting, polls, whiteboards, zoom, teams, serta video konferensi.…”

Section: Hasil Dan Pembahasanunclassified

Guru sebagai Fasilitator dalam Pembelajaran Daring ditinjau dari Perspektif Kristen

Wang

2022

Kapata

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The role of the teacher as a facilitator aims to provide freedom of learning for students. This role adheres to humanistic learning theory, namely students as centers, teachers as escorts, and facilitators in learning. In the implementation of online learning, teachers only give and collect assignments from students, and education is done without the teacher's help. This shows that the teacher is not adequately performing his role as a facilitator. This paper was written using a research method of literature review with the formulation of the problem of how teachers' role as facilitators in online learning to write to find out how teachers should perform their role as facilitators for elementary school students in online learning. From a Christian perspective, learning is done christ-centered and student-oriented. As a person who has been redeemed, the teacher has a responsibility to introduce students to God; one way is to carry out his role as a facilitator well. The role of teachers as facilitators that can be applied in online learning includes accompanying, directing, listening, making time for students. It is recommended that authors, teachers, and researchers who will continue this research should carry out the role of teachers as facilitators responsibly through the use of available platforms such as teams, zoom, and video calls. AbstrakPeran guru sebagai fasilitator bertujuan memberikan kebebasan belajar bagi siswa. Peran ini, menganut teori belajar humanistik, yaitu siswa sebagai pusat, guru sebagai pendamping dan fasilitator dalam pembelajaran. Dalam pelaksanaan pembelajaran daring terdapat guru hanya memberikan dan menagih tugas dari siswa dan pembelajaran dilakukan tanpa dampingan guru. Hal ini menunjukkan bahwa guru tidak menjalankan perannya sebagai fasilitator dengan baik. Makalah ini ditulis menggunakan metode penelitian kajian literatur dengan rumusan masalahnya adalah bagaimana peran guru sebagai fasilitator dalam pembelajaran daring dengan tujuan penulisan untuk mengetahui bagaimana seharusnya guru menjalankan perannya sebagai fasilitator bagi siswa sekolah dasar dalam pembelajaran daring. Berdasarkan perspektif Kristen, pembelajaran dilakukan dengan berpusat kepada Kristus dan berorientasi kepada siswa. Guru sebagai pribadi yang telah ditebus, memiliki tanggung jawab untuk mengenalkan siswa kepada Allah, salah satu caranya adalah dengan melaksanakan perannya sebagai fasilitator dengan baik. Peran guru sebagai fasilitator yang dapat diterapkan dalam pembelajaran daring di antaranya, mendampingi, mengarahkan, mendengarkan, menyediakan waktu untuk siswa. Disarankan kepada penulis, guru dan peneliti yang akan melanjutkan penelitian ini hendaknya melaksanakan peran guru sebagai fasilitator dengan bertanggung jawab melalui melalui penggunaan platform yang tersedia seperti teams, zoom, dan video call.

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Organizational and Technical Conditions for the Implementation of Educational Programs of the University Using Open Online Courses of the National Platform for Open Education

Cited by 6 publications

References 1 publication

Moodle LMS: Positive and Negative Aspects of Using Distance Education in Higher Education Institutions

Moodle LMS: Positive and Negative Aspects of Using Distance Education in Higher Education Institutions

The Development of Self-Management in College

Guru sebagai Fasilitator dalam Pembelajaran Daring ditinjau dari Perspektif Kristen

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