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Journal ArticleDOI

Distance education didactic principles application in teaching

01 Jan 2021-Vol. 273, pp 12031
TL;DR: In this paper, the authors analyzed the distance teaching didactic possibilities for foreign language educational process organization and concluded that carefully selected didactic tools ensure the organization, students' activities regulation and their language disciplines educational material content content assimilation.
Abstract: The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.

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Citations
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Journal ArticleDOI
TL;DR: In this paper , an integrated online course system equipped with an interactive learning management system that many online courses, in general, can use is presented. But, because the application is still separate from the existing online learning platform, users must switch applications and make the necessary data settings.
Abstract: Several online learning platforms use recorded videos as a medium for delivering their material. In addition, several applications, such as Zoom, Google Meet, and WhatsApp, can help communicate interactively during this learning process. However, because the application is still separate from the existing online learning platform, users must switch applications and make the necessary data settings. Another obstacle experienced is that not all online learning service providers can have the infrastructure to use online learning systems, especially if the providers are individuals. This research uses a simple sequential method and aims to build an integrated online course system equipped with an interactive learning management system that many online courses, in general, can use. The main features are submissions of new courses by teachers, ordering courses by students, classes can be held using live video streams, the interaction between teachers and students in real-time with live chat, and a learning management system that includes sending and receiving assignments and quizzes. The test results show that as many as 73.2% of respondents gave the highest score for the built system.
References
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Journal ArticleDOI
TL;DR: The SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful in order to enhance students’ learning and SRL skills.
Abstract: Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Jarvela and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.

1,008 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs and found that students who experienced themselves as highly competent use SRL strategies more often and are more intrinsically motivated than students with lower perceived competence.
Abstract: In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents. This study investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs. In an online questionnaire, 2652 Austrian secondary school students answered closed questions regarding SRL, intrinsic motivation and procrastination as well as open-ended questions about challenges, successes and need for support in distance. Structural equation modeling was applied for the quantitative analysis which was complemented by thematic analysis for the qualitative questions (Braun and Clarke 2006). Results showed that students who experienced themselves as highly competent use SRL strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. They also procrastinate less. Furthermore, qualitative analysis revealed that although all students face similar challenges (e.g., independent learning, time and task management, learning on the computer, lack of contact with teachers and peers), students who perceived themselves as highly competent seemed to cope better, and have less need for support. Implications for distance learning and future research are discussed.

70 citations

Proceedings ArticleDOI
11 Dec 2017
TL;DR: In this paper, an educational escape game for physics of fluids is presented, where several teams have to work together in the same room/place, in order to solve the puzzles.
Abstract: Escape rooms have flourished in the last decade. These are adventure games in which players work together to solve puzzles using hints, clues and a strategy to escape from a locked room. In many cases they use different phenomena related to physics. Hence the idea of using escape rooms in science centers or even in classroom activities. Escape rooms are designed for one single team of players, the method is more suitable for activities in a science centre. In our paper, we show that escape rooms’ puzzle solving methods could be used in physics classroom activities as well, taking into account that several teams have to work together in the same room/place. We have developed an educational escape game for physics of fluids, as this topic is left out from the Romanian high-school curriculum. We have tried out our game during the project week called “Scoala altfel” (“school in a different way”) and in a physics camp for gifted students. We present the designed physics escape game and the results.

59 citations

Journal ArticleDOI
TL;DR: The results showed that anxiety and positive attitude were the main barrier and catalyst, respectively, to the acceptance of such technology.
Abstract: This study took frequency of use and the adoption process into account to define the participants and external variables of the research model. School electronic textbooks are a daily-use technology and they are adopted in a compulsory, top-down way. Their introduction can evoke feelings of anxiety among teachers because of a possible increase in workload. This compulsory adoption process contrasts with that for most other technologies, which are voluntary and less disruptive. In a school context, instructional designs of electronic textbooks that help explain user acceptance are sufficient in a bottom-up, but not a top-down, approach. To address this, individual, organizational, and social factors were included in our research model. A survey questionnaire to collect data from 306 in-service teachers from eight secondary schools was used. The results showed that anxiety and positive attitude were the main barrier and catalyst, respectively, to the acceptance of such technology. One suggestion for researchers and two suggestions for school leaders on the adoption process were made. [ABSTRACT FROM AUTHOR]

57 citations

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What are the application areas for online media in didactic teaching?

The paper does not provide information about the application areas for online media in didactic teaching.