The Way to Open Education through the Modern Technology

Černý, Michal

doi:10.1016/j.sbspro.2015.01.1061

Cited by 9 publications

(7 citation statements)

References 4 publications

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“…This means the end to the traditional formal education system, and this process will be successful if modern technologies are used. The school should be an open institution, and most of its pedagogical and didactic forms should be changed, while interaction should replace cooperation (Cerny, 2015).…”

Section: Resultsmentioning

confidence: 99%

Postmodernism As The Dominant Of Education Development In The Information Society

Bokova¹,

Malakhova²

2019

The European Proceedings of Social and Behavioural Sciences

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Section: Resultsmentioning

confidence: 99%

Postmodernism As The Dominant Of Education Development In The Information Society

Bokova¹,

Malakhova²

2019

The European Proceedings of Social and Behavioural Sciences

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“…Informācijas sabiedrībā katram indivīdam jāspēj iegūt informāciju, to adaptēt, konstruējot zināšanas atbilstoši savām interesēm un vajadzībām, kas ir izteikti brīvprātīgs un tīri subjektīvs process. 21. gadsimtā informācijas sabiedrības un atvērtās izglītības paradigmas savstarpēji papildina viena otru, kā rezultātā tiek bagātināta atvērtās izglītības filozofiski metodoloģiskā bāze, kur nozīmīgu vietu ieņem konstruktīvisms (Carwile, 2007;Cerny, 2015).…”

Section: Pētījumu Rezultātiunclassified

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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“…The second typenon-formal education (non-formal), which is traditionally understood as all targeted education that does not lead to appropriate certification. At the intersection of formal and non-formal education are non-formal (informal) courses, which are organized by the legislative framework and the professional community (Cerny, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Transformation of Classroom Teaching in Modern Russian Schools: State of the Art

Andreeva¹,

Азизова²,

Mitina³

et al. 2020

INT J INSTRUCTION

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Education is getting more informed, digitalised and person-centred. The transition to active learning blurs the boundaries of traditional classroom teaching and encourages the development of new teaching formats. As a result, more and more teachers are turning from "rigid" teaching formats to ones that are more flexible. However, new teaching formats and their role in achieving the goals of education remains little studied. New teaching formats in Russian school education emerge due to the awareness of the need to establish a proper subject-object relationship between the participants of the educational process. Another factor is the growing profile of electronic resources and technologies as means to train effective approaches to information processing (both textual and non-textual). The article aims to analyse advantages and disadvantages of the new formats of teaching and their possible application in a school (evidence from teachers of biology). It will also determine the readiness of teaching community to grasp and implement new formats in teaching practice in a school.

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The Way to Open Education through the Modern Technology

Cited by 9 publications

References 4 publications

Postmodernism As The Dominant Of Education Development In The Information Society

Postmodernism As The Dominant Of Education Development In The Information Society

Open Education as a Philosophically Methodological Basis for Distance Education

Transformation of Classroom Teaching in Modern Russian Schools: State of the Art

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