KFU. Card publication. THE DISTINCTIVE FEATURES OF ONLINE LEARNING AND LEARNING USING DISTANCE LEARNING TECHNOLOGIES IN EXTREME PANDEMIC CONDITIONS. CASE STUDY: APPROACHES TO ASSESSING THE DISTANCE LEARNING EFFECTIVENESS

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THE DISTINCTIVE FEATURES OF ONLINE LEARNING AND LEARNING USING DISTANCE LEARNING TECHNOLOGIES IN EXTREME PANDEMIC CONDITIONS. CASE STUDY: APPROACHES TO ASSESSING THE DISTANCE LEARNING EFFECTIVENESS

Form of presentation

Articles in international journals and collections

Year of publication

2021

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Authors, employees of KFU

Nurutdinova Aida Rustamovna, author

Fazlyeva Zulfiya Khanifovna, author

Bibliographic description in the original language

A. NURUTDINOVA, Z. FAZLYEVA, E. DMITRIEVA, E. PANFILOVA, I. VASALLO BAEZ (2021) THE DISTINCTIVE FEATURES OF ONLINE LEARNING AND LEARNING USING DISTANCE LEARNING TECHNOLOGIES IN EXTREME PANDEMIC CONDITIONS. CASE STUDY: APPROACHES TO ASSESSING THE DISTANCE LEARNING EFFECTIVENESS. EDULEARN21 PROCEEDINGS: 13TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (5-6 JULY, 2021), PP. 6703-6712.

Annotation

In the face of the proliferation of COVID-19, most universities and colleges, with the recommendation of the Ministry of Science and Higher Education of the Russian Federation, decided to switch to emergency remote education. The urgent transfer to distance learning during the pandemic has significant differences from massive open online courses (MOOCs). Well-organized online learning is meaningfully different from courses offered online in response to a crisis/disaster. Educational organisations are forced to work with students remotely to reduce the risks of coronavirus spread and should be aware of the difference when assessing the effectiveness of so-called «online learning« using digital learning technologies. Universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching. In this regard, all face-to-face classes, including lectures, practical, and even laboratory classes with virtual analogy, were transferred to the online environment. Teachers are forced to organise the educational process through distance learning technologies based on various methods of delivering electronic content and available communication tools for students and teachers in the electronic information and educational environment (EIE). Such a sharp transition to «distance learning« is a forced and urgent measure, not all universities were ready for this radical restructuring of the educational process based on objectively different levels of information infrastructure development, provision of disciplines with electronic educational resources and the readiness of teachers to use digital platforms and services in the educational process. The stressful situation for all participants cannot affect the attitude towards online learning and other distance educational technologies. At the same time, the term «online learning« itself is used every time regarding the lack of face-to-face contact with the teacher, which leads to the concepts' substitution and incorrect conclusions. In this situation, it would be unreasonable to use the term online learning even in relation to the use of massive open online courses, since the emergency students' transfer to them in the middle of the semester without preliminary organisational measures and proper support from the authors of online courses does not allow students to fully experience the benefits of this technology. In this regard, it is essential now to understand the concepts and determine the differences between online learning and educational technologies used in the context of emergency university transition to distance learning.

Keywords

Online learning, educational technologies, distance learning, blended learning, mobile learning, comparative analysis of the effectiveness.

The name of the journal

EDULEARN21 Proceedings

URL

https://library.iated.org/view/NURUTDINOVA2021DIS

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=255241&p_lang=2

Resource files

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F_1353.pdf	0,16	pdf	show / download

Full metadata record

Field DC	Value	Language
dc.contributor.author	Nurutdinova Aida Rustamovna	ru_RU
dc.contributor.author	Fazlyeva Zulfiya Khanifovna	ru_RU
dc.date.accessioned	2021-01-01T00:00:00Z	ru_RU
dc.date.available	2021-01-01T00:00:00Z	ru_RU
dc.date.issued	2021	ru_RU
dc.identifier.citation	A. NURUTDINOVA, Z. FAZLYEVA, E. DMITRIEVA, E. PANFILOVA, I. VASALLO BAEZ (2021) THE DISTINCTIVE FEATURES OF ONLINE LEARNING AND LEARNING USING DISTANCE LEARNING TECHNOLOGIES IN EXTREME PANDEMIC CONDITIONS. CASE STUDY: APPROACHES TO ASSESSING THE DISTANCE LEARNING EFFECTIVENESS. EDULEARN21 PROCEEDINGS: 13TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (5-6 JULY, 2021), PP. 6703-6712.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=255241&p_lang=2	ru_RU
dc.description.abstract	EDULEARN21 Proceedings	ru_RU
dc.description.abstract	In the face of the proliferation of COVID-19, most universities and colleges, with the recommendation of the Ministry of Science and Higher Education of the Russian Federation, decided to switch to emergency remote education. The urgent transfer to distance learning during the pandemic has significant differences from massive open online courses (MOOCs). Well-organized online learning is meaningfully different from courses offered online in response to a crisis/disaster. Educational organisations are forced to work with students remotely to reduce the risks of coronavirus spread and should be aware of the difference when assessing the effectiveness of so-called «online learning« using digital learning technologies. Universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching. In this regard, all face-to-face classes, including lectures, practical, and even laboratory classes with virtual analogy, were transferred to the online environment. Teachers are forced to organise the educational process through distance learning technologies based on various methods of delivering electronic content and available communication tools for students and teachers in the electronic information and educational environment (EIE). Such a sharp transition to «distance learning« is a forced and urgent measure, not all universities were ready for this radical restructuring of the educational process based on objectively different levels of information infrastructure development, provision of disciplines with electronic educational resources and the readiness of teachers to use digital platforms and services in the educational process. The stressful situation for all participants cannot affect the attitude towards online learning and other distance educational technologies. At the same time, the term «online learning« itself is used every time regarding the lack of face-to-face contact with the teacher, which leads to the concepts' substitution and incorrect conclusions. In this situation, it would be unreasonable to use the term online learning even in relation to the use of massive open online courses, since the emergency students' transfer to them in the middle of the semester without preliminary organisational measures and proper support from the authors of online courses does not allow students to fully experience the benefits of this technology. In this regard, it is essential now to understand the concepts and determine the differences between online learning and educational technologies used in the context of emergency university transition to distance learning.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	Online learning	ru_RU
dc.subject	educational technologies	ru_RU
dc.subject	distance learning	ru_RU
dc.subject	blended learning	ru_RU
dc.subject	mobile learning	ru_RU
dc.subject	comparative analysis of the effectiveness.	ru_RU
dc.title	THE DISTINCTIVE FEATURES OF ONLINE LEARNING AND LEARNING USING DISTANCE LEARNING TECHNOLOGIES IN EXTREME PANDEMIC CONDITIONS. CASE STUDY: APPROACHES TO ASSESSING THE DISTANCE LEARNING EFFECTIVENESS	ru_RU
dc.type	Articles in international journals and collections	ru_RU