Online Resources for Technical Support of Distance Learning:

Advantages and Disadvantages in the Implementation System

Authors

  • Liliіa Ruskulis
  • Rymma Maiboroda
  • Iryna Haydayenko
  • Inna Rodionova
  • Kateryna Mikryukova
  • Olga Demianenko

DOI:

https://doi.org/10.14571/brajets.v17.nse1.17-28

Keywords:

distance learning models, adaptation of the educational process, digital competences, multimedia, digitalization

Abstract

In the context of a full-scale war, educators are implementing innovative adaptation strategies to the new realities by developing and applying distance learning models. This article aims to investigate the technical support features for distance learning methodology using online tools. The study employed general scientific methods of cognition, including analysis, synthesis, comparison, abstraction, concretisation, generalisation, and formalisation. The study analysed existing models of distance education and their practical implementation in educational institutions. Additionally, the study addressed the issue of technical support for distance learning. It showed that the quality of distance learning depends on the teacher's digital competencies in the online process. Additionally, the research found that this trend enhances the educational experience of learners and stimulates their motivation to learn. Furthermore, careful planning of the educational process and a reasoned selection of tools were found to make distance learning quite effective. The study has demonstrated the effectiveness of distance learning as an innovative educational technology, particularly in crises. The practical significance of these findings lies in their potential to optimise the education system by improving existing methods and developing new algorithms for distance learning.

References

Red’ko, V. H. (2012). Means of forming communicative competence in the content of school textbooks in foreign languages. Theory and practice: a monograph. Kyiv: Genesis. 89-96.

Banados, E. A. (2006). Blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23 (3). 533-550.

Buhaichuk, K. L. (2016). Blended learning: theoretical analysis and strategy of implementation in the educational process of higher education institutions. Information technologies and learning tools. Electronic scientific professional edition, 54(4). 1 18.

Smulson, M. L. (2008). The use of telecommunication tools in the educational process (psychological and pedagogical aspects): a study guide. Kyiv: Pedahohichna Dumka. 74.

Tsidelko, V., Yaremchuk, N., & Shvedova, V. (2006). Monitoring of the distance learning system. Higher education of Ukraine, 2. 54-61.

The Law of Ukraine "On Higher Education". Available at: http://zakon3.rada.gov.ua/ laws/show/1556-18

Kukharenko, V. M., Rybalko, O. V., & Syrotenko, N. G. (2002). Distance learning: Conditions of application. Distance course: a textbook. 3rd edition. Kharkiv: NTU "KhPI", "Torsing".

Andrushchenko, V. Lugovyi, V. (2008). Personality-oriented technologies of teaching and upbringing in higher education institutions: a collective monograph. Kyiv: Pedahohichna Dumka.

Samoilenko, O. V. (2013). Training of bachelors-teachers of mathematics in distance learning: a monograph. Kherson: Green DS.

Pochynkova, M. (2008). Features of the use of a text in a distance course of philological direction on the Ukrainian language workshop in the training of future primary school teachers. Available at: http://ps.stateuniversity.ks.ua/file/issue_60/63.pdf.

Pekhota, O. M., & Tikhonova, T. V. (2013). Information and communication technologies in pedagogical education: a textbook. Ilyon. 61.

Bykov, V., & Ovcharuk, O. (2014). Formation of information and communication competences in the context of European integration processes of creating an information educational space: manual. NAPS of Ukraine, Institute of Information Technologies and Learning Tools.

Kurlyand, Z. N. (2007). Pedagogy of Higher Education: a textbook. Kyiv: Znannya.

Zoom - what it is, how it works and where to download the app. Available at: https://www.unian.ua/science/zoom-shcho-ce-yak-zavantazhiti-zum-i-yak-koristuvatisya-novini-10974719.html

Skype blogs. Available at: https://www.skype.com/uk/blogs/2018-09-call-recording/

Pattnaik, A. (2023). Announcing general availability of the new Microsoft Teams app for Windows and Mac. Available at: https://techcommunity.microsoft.com/t5/microsoft-teams-blog/announcing-general-availability-of-the-new-microsoft-teams-app/ba-p/3934603

Class Dojo. (2023). Available at: https://www.classdojo.com/uk-ua/?redirect=true

Osvitoria. (2023). Available at: https://osvitoria.media/news/google-classroom-instruktsiya-

yak-samostijno-stvoryuvaty-onlajn-kursy/

Classtime. (2023). Available at: https://www.classtime.com/compare/uk/classtime-vs-

google-classroom-ua/

Education. (2023). Available at: https://osvita.ua/vnz/high_school/73080/

Smith, B., & Brame, C. (2014). Blended and online learning. Available at: https://cft.vanderbilt.edu/guides-sub-pages/blended-and-online-learning/

Klesius J. P., Homan. S., & Thompson, T. (1997). Distance education compared to traditional instruction; The students’ view. International Journal of Instructional Media, 24(3). 207-220.

Rahm, D., & Reed, B.J. (1997). Going remote: The use of distance learning, the World Wide Web, and the Internet in Graduate Programs of public affairs and administration. Public productivity and management review, 20(4). 459-474.

Bashir, F., & Warraich, N. F. (2023). Systematic literature review of Semantic Web for distance learning. Interactive Learning Environments, 31(1). 527-543. https://doi.org/10.1080/10494820.2020.1799023

Sofi-Karim, M., Bali, A. O. & Rached, K. (2023). Online education via media platforms and applications as an innovative teaching method. Education and Information Technologies, 28(1). 507-523. Available at: https://doi.org/10.1007/s10639-022-11188-0

Downloads

Published

2024-04-24

Issue

Vol. 17 No. se1 (2024)

Section

Innovative technologies and their impact on the education

License

Copyright (c) 2024 Liliіa Ruskulis, Rymma Maiboroda, Iryna Haydayenko, Inna Rodionova, Kateryna Mikryukova, Olga Demianenko

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.