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Putri, Wulandari. „Difficulties of Future Physical Education Teacher for Elementary School in Attending Synchronous Online Learning during Covid-19 Pandemic“. TEGAR: Journal of Teaching Physical Education in Elementary School 5, Nr. 1 (31.10.2021): 68–75. http://dx.doi.org/10.17509/tegar.v5i1.38893.
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Covid-19 pandemic, started from the beginning of 2020, has changed the learning process in all levels of education in Indonesia. One of the changes is the shift from face-to-face learning into online learning. This research was aimed at finding out the difficulties faced by Physical Education students in joining a synchronous online learning during the pandemic. The study was a mixed-method study with an exploratory approach. The instrument used in the study was a questionnaire containing close-ended and open-ended questions distributed through a Google Form. The link was shared through WhatsApp. The study involved 118 Physical Education students as participants. The result of the study showed that there were four major obstacles faced by the students in attending a synchronous online learning, including technical problems, internet coverage problems, internet quota problems, and environment problems. In addition, the findings also showed that an effort to facilitate online learning has been given by providing internet quota for most of the students. However, it was not sufficient to support a number of synchronous online learnings. The study concludes that those problems became a barrier for students to comprehend the materials optimally and to communicate interactively during the lesson. It is suggested that, to gain an optimal outcome of the synchronous online learning, the betterment and support regarding the technical aspect should be given, such as the development of internet service coverage and internet quota provision.
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Rompis, Lianly, und Aditya Lapu Kalua. „Web Application as a Link Organizer for Educators, Staffs, and Students“. SISFORMA 9, Nr. 2 (02.01.2023): 80–83. http://dx.doi.org/10.24167/sisforma.v9i2.4422.
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Current digital transformation encourages the improvement of online learning process development through the internet networks with social media platforms, learning applications, and websites. The evolution of creativities and innovations in various fields support the creation of various new learning applications that must be known and used by educators, staffs, and students in a university. In addition, online webinars and online learnings have also started to become a new routine or daily activity in the world of education. Every learning application, online webinar, online learning, and other online media generally has a special link where each user must at least remember, record, save, or search for the link through search engines or copy from email or social media chat so that at any time they can access it. The problem is that sometimes due to busy work and age, we often forget to remember these links. Sometimes we remember and record it, but need more time to type it in its long sentence or URL. There are even special links that cannot be searched using the search engines Google, Yahoo, and so on. This will certainly be an obstacle and quite a hassle for educators and education staff, especially if the links that must be accessed are very large, tens or even hundreds of them. This research provides a solution to the above problems by designing a web application that functions as a link organizer that makes it easier for educators, staffs, and students to store learning application links and other important links so that when needed, they just open the web and click the link. which has been saved. This study method such as observation, system design, interface design, application design, and testing of a web application as a link organizer. The results provide positive future works that can be further developed and refined.
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Geronimo, Cecilia A., Raquel C. Adriano und Joseph Roy F. Celestino. „Learnings, Issues, and Challenges Encountered by Students and Faculty Members in the Implementation of Small Private Online Courses (SPOCs)“. International Journal of Multidisciplinary: Applied Business and Education Research 5, Nr. 2 (23.02.2024): 696–710. http://dx.doi.org/10.11594/ijmaber.05.02.28.
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Consistent with the Plan-Do-Check-Act (PDCA) design of ISO 9001:2015, performance evaluation of policies pertaining to the University’s main functions, i.e., instruction, research, and extension, should be pursued, especially for a newly implemented policy. Small Private Online Courses (SPOCs) at Bulacan State University were crafted, developed, and enhanced not only in compliance with the demands of continuing education but also to suit the standard of learning that is equal to classroom instruction catered physically. Whether these courses became effective and efficient within the duration of implementation remains to be determined. In the hope of having a fair and honest assessment that willlead towards relevant refinement of offering SPOCs, this mixed method of research undertaking aims to re-examine its efficiency and effectiveness, specifically, the learnings, issues and challenges encountered by the facultymembers and students when using SPOC as modality. Thesurvey questionnaire and interview questions were developed and validated and the interview among faculty members were face to face while the survey questionnaire for the SPOC students was through Google form for answering online, and the respondents were five thousand and eight students and twenty-five faculty members were interviewed. The findings indicate the factors that may impede the success of the implementation of SPOCs, aside from personal logistic challenges, the lack of discipline to manage time and sustain the interest in a given lesson are problems that require attention and further innovation. While connectivity can be identified as a personal logistic challenge, it can also be a challenge on the part of the University. The problem of connectivity may be seen as an opportunity for the University to create its own Learning Management System that can be customized to suit fit according to bandwidth, accessible and affordable to students. It can be concluded that SPOC is a promising learning platform in a world where hybrid interactions are highly relevant and can help save a lot of time and resources which brings in the recommendation to revisit, redesign, and recalibrate it for the ever-changing landscape of education.
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Hizriani, Nani, Hidayah Nor und Saadillah Saadillah. „THE SYNCHRONOUS AND ASYNCHRONOUS LEARNING AT ENGLISH DEPARTMENT OF UNIVERSITIES IN SOUTH KALIMANTAN: PRACTICES AND CHALLENGES“. English Review: Journal of English Education 10, Nr. 3 (30.10.2022): 1045–56. http://dx.doi.org/10.25134/erjee.v10i3.6675.
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The purposes of this research are to describe types, practices of Synchronous and Asynchronous learning and to explore the challenges faced by the lecturers at English Departments in South Kalimantan. The researchers employed mixed-methods sequential explanatory design which consist of two distinct phases, quantitative (numeric data) by using questionnaire followed by qualitative by using observation and interview in order to elaborate the results obtained from quantitative data. This research was undertaken in nine English Departments in South Kalimantan. The participants were 53 English lecturers who teach at those universities. The types of synchronous used by the lecturers were Text-based chat / Instant Messaging / Online Chat (WhatsApp), Web Conferencing / Virtual Classroom (Zoom and Google Meet), Whiteboards, Real-time and Non real time document sharing (Google documents). The asynchronous types were Email, WhatsApp Group, Google Classroom, YouTube Link, PDF Files, MS Words Files, Learning Management System (LMS)/e-learning. The lecturers used direct feedback, real time classroom interaction and communication during synchronous learning. On the other hand, they provided delayed feedback, practiced not real time classroom interaction and communication in asynchronous learning. They facilitated individual and group collaboration for both learnings. The lecturers faced a number of challenges in implementing Synchronous and Asynchronous learning such as Technological Problems / Internet Connection, Students’ Motivation, Classroom Management, Lack of technological supports, Students’ Participation, Interaction, Time Management, Feedback, Materials Development, Monitoring, Instructional Method, Flexibility, and Cost Effectiveness.
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Taclob, Carlito Jr C. „Education in the New Normal: The Plight of Junior High School English Language Trainers“. International Journal of Research and Innovation in Social Science VIII, Nr. I (2024): 1563–87. http://dx.doi.org/10.47772/ijriss.2024.801116.
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The purpose of this study was to document the problems, coping strategies, and key learnings of the junior high school language instructors. To analyze the lived experiences of junior high school language teachers during the “new normal,” this study used a phenomenology analysis, making it qualitative research. Ten junior high school English teachers from Panabo City Division who are either teaching or have experience with language education were the participants. These renowned teachers have first-hand experience training children for various competitions in the contemporary period. The tool utilized after a verified Interview Guide Questions (IGQ) was an in-depth interview. It was decided to use reflexive thematic analysis to produce the study’s findings. Furthermore, the findings revealed the various themes about the lived experiences of the study participants: difficulty in conducting online coaching, issues navigating online platforms, inadequate monetary support, intermittent internet connectivity, constrained training period, and multitasking with overlapping tasks. Secondly, their coping mechanisms are patience toward students’ capacity, effective time management, preparing resources beforehand, soliciting peer support, and participating in skills enhancement webinars. Lastly, the meaningful insights generated from the study infuse students with inspiration, maintain open communication, engage experts collaboratively, and decrease the excessive paperwork load of the teachers who are language trainers at the same time.
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Ramos, Alexandra Mae. „Understanding the Internship Learnings and Experiences of ITHM Students of FEU during the 2nd Semester of SY 2021-2022“. مجلة بيت المشورة, Nr. 3 (Februar 2023): 39–61. http://dx.doi.org/10.33001/18355/imjct0308.
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This paper looked into the virtual internship of students at the Institute of Tourism and Hotel Management at Far Eastern University during the second semester of the school year 2021-2022. Many aspects of student education have changed because of the pandemic, including the need for practical experiences, such as student internship programs. Participation and competence development are now needed for students to fulfill future employment expectations. Best practices that encourage lifelong learning may aid in the achievement of future goals. This research utilized a descriptive quantitative design. It involved one hundred respondents who had enrolled in a student internship program for the 2nd semester of the school year 2021-2022. All essential data, including demographics, attitudes, learning, experiences, evaluation, and assessment, were gathered through a survey questionnaire via Google Forms. The findings revealed that students currently have a heightened awareness of how government organizations sell and popularize local tourism destinations. Students' most valuable experience includes having the opportunity to discuss and network with other guests and professionals and to interact with actual industry leaders and learn from their expertise. Overall, most interns taking virtual internships claimed that they learned many skills, abilities, traits, and knowledge that are relevant and important to their studies. However, some interns had difficulties understanding the materials on their own and encountered internet interruptions and technical problems. Most students recommended a face-to-face type of modality in the internship program for future semesters. Keywords: Virtual internship; Student internship; Experiential learning; Bloom’s taxonomy; Anderson’s Online Learning Model.
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Khairunisa, Tasya, Selfiana Dhenti, Ilmia Pratiwi, Nadia Mustikasari, Robby Hilmi R und Alfyananda Kurnia Putra. „Analisis reseliensi pembelajaran daring berbasis problem based learning di masa pandemi COVID-19“. Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial (JIHI3S) 1, Nr. 6 (30.06.2021): 773–79. http://dx.doi.org/10.17977/um063v1i6p773-779.
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In the current era of big data, the development of technology and communication has given a very complex influence on the learning paradigm. Now, learning has become an important instrument as a space for interaction between teachers and students in developing the cognitive, psychomotor, and affective potential of learners. Based on the theory of constructivism, it is explained that meaningful learning requires the active role of students in reconstructing understanding on the basis of the experiences they have experienced. Seeing these facts, the delivery of learning substance must be based on effective learning methods and media, so that students can improve their knowledge comprehensively. One of the learnings with these criteria can be implemented through the Problem Based Learning method, namely learning based on problems as a context for critical thinking and problem solving skills. Meanwhile, the COVID-19 pandemic, which currently requires online learning, has hampered the delivery of the essence of learning. Thus, a more detailed analysis of the resilience of online learning based on Problem Based Learning is needed during the COVID-19 pandemic. The research methodology used in this research is qualitative research. The type of data obtained is qualitative data. The data analysis technique used qualitative descriptive analysis. The result of this study is that online learning based on Problem Based Learning during the COVID-19 pandemic has resilience and effectiveness that can support student understanding on an ongoing basis.
Pada era big data saat ini, perkembangan teknologi dan komunikasi telah memberikan pengaruh yang sangat kompleks terhadap paradigma pembelajaran. Kini, pembelajaran menjadi instrumen penting sebagai ruang interaksi antara guru dengan siswa dalam mengembangkan potensi kognitif, psikomotorik, dan afektif pebelajar. Berdasarkan Teori Konstruktivisme, dijelaskan bahwa pembelajaran yang bermakna memerlukan peran aktif siswa dalam merekonstruksi pemahaman atas dasar pengalaman yang pernah dialaminya. Melihat fakta tersebut, maka penyampaian substansi pembelajaran harus didasarkan pada metode dan media pembelajaran yang efektif, sehingga siswa dapat meningkatkan pengetahuannya secara komprehensif. Salah satu pembelajaran dengan kriteria tersebut, dapat diimplementasikan melalui metode Problem Based Learning yaitu pembelajaran yang didasarkan atas permasalahan sebagai konteks berpikir kritis dan keterampilan memecahkan masalah. Sementara itu, adanya pandemi COVID-19 yang saat ini mengharuskan pembelajaran dilakukan secara daring, menyebabkan penyampaian esensi pembelajaran tersebut menjadi terhambat. Dengan demikian, diperlukan analisis lebih detail mengenai resiliensi pembelajaran daring berbasis Problem Based Learning di masa pandemi COVID-19. Metodologi penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif. Jenis data yang diperoleh adalah data kualitatif. Teknik analisis data menggunakan analisis deskriptif kualitatif. Hasil dari penelitian ini adalah pembelajaran daring berbasis Problem Based Learning di masa pandemi COVID-19 memiliki resiliensi dan keefektifan yang dapat mendukung pemahaman siswa secara berkelanjutan.
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Cueto, Lavinia Javier, und Casper Boongaling Agaton. „Pandemic and Typhoon: Positive Impacts of a Double Disaster on Mental Health of Female Students in the Philippines“. Behavioral Sciences 11, Nr. 5 (29.04.2021): 64. http://dx.doi.org/10.3390/bs11050064.
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Humanitarian emergencies pose a great challenge to how all sectors perform their functions in society. In several countries, these emergencies combined the pandemic and other man-made and natural disasters: “double disaster”, which affected the health, safety, and well-being of both individuals and communities. Students are a particularly vulnerable population for mental health problems considering the challenges with their transitions to adulthood. Using narrative analysis, this study explored the impacts of a double disaster on the mental health of students and how they cope up with these emergencies. The results showed that the occurrence of natural disasters during the lockdowns from pandemic brought stress to students in adjusting to distance education, completing academic requirements, and accessing technology for online learning. Participants expressed their anxieties about the spread of the virus in the community, particularly in the disaster evacuation centers with less strictly observed social distancing, insufficient hygiene and sanitation facilities, and lack of basic needs. Participants described their learnings and coping strategies that included helping one another, following the government protocols, finding additional sources of income, using energy for important purposes only, and leaning on faith. The findings of this study would be instrumental in formulating policies and strategic measures that best complement the needs of community members during a double disaster, particularly in addressing the mental health impacts of humanitarian emergencies.
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M Owen, Susanne, Gerald White, Dharmaputra Taludangga Palekahelu, Dian T Sumakul und Eko Sediyono. „Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries“. Journal of Information Technology Education: Research 19 (2020): 571–614. http://dx.doi.org/10.28945/4625.
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Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions.
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Anto, Asha. „TECHNOLOGY AS A COPING TOOL IN PANDEMIC: LEARNINGS FROM THE PRESENT, SUGGESTIONS FOR THE NEXT“. International Journal of Management, Public Policy and Research 2, SpecialIssue (07.03.2023): 20–27. http://dx.doi.org/10.55829/ijmpr.v2ispecialissue.131.
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Due to social conventions that encourage social isolation and widespread lockdowns, the Covid-19 pandemic had inevitably resulted in a rise in the usage of digital devices. Worldwide, individuals and organisations have had to adapt to new ways of living and working. We examine potential outcomes of the digital upsurge and the related research problems. Organizations and educational institutions are converting to work-from-home policies as a result of increased digitalization (WFH). Blockchain technology will grow in importance, necessitating design and regulatory studies. The number of contract workers and the collaborative economy is anticipated to grow, raising issues with how work is distributed, how people collaborate, how people are motivated, and how work overload and reduced absenteeism are affected. With more people online, issues like workplace surveillance and technostress will surface. The effects and causes of the digital literacy may be studied. Internet freedom and zero-rating proposals will also necessitate study. The impact and repercussions of internet shutdowns, which are often used by nations, will also be a major research topic. In times of crisis, electronic money also takes relevance; research will be done on its acceptance, effects, and manner. With more people using the internet, privacy and espionage issues are becoming more important. In light of this, we anticipate that information systems will be used in a similar manner for a while into the conceivable future as they were during the lockdown. Our evaluation of these effects is predicated on the idea that, prior to the pandemic, a digital transformation was already in progress, and that, as a result of the lockdowns, it will take certain shapes. Lockdowns had resulted in an increase in the use of networks and information systems, as well as substantial changes in usage patterns and attitude. The alterations also came quickly, giving organisations and people little opportunity to plan, get ready, and put new configurations and arrangements in place. We look at various situations the increase in information technology pre-& post pandemic.
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Singh, Dilraj, und Harmanpreet Bhatia. „An Exploratory Study On Scope Of Heuristic Methodology For Teaching In Hospitality Institutes During Pandemic“. PUSA Journal of Hospitality and Applied Sciences 8, Nr. 1 (30.11.2022): 18–33. http://dx.doi.org/10.48165/pjhas.2022.8.1.2.
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Background: Learning is the on-going and continuous process through our lives , there are some learning which is done through exploring new ventures, thinking differently to solve a particular problem, some learnings are through experiments and demonstrations which cannot be taught in white and black, this is where the heuristics learning evolve and came into existence and it also help the teachers or educators to break the monotony of traditional teaching methods and let the student to swim in the ocean of knowledge and get to the shore with the best possible results to the problems. Objectives: This study is to find out the acceptability and enlist prominent attitude for the heuristic learning along with the major challenges faced by the faculty in implementation of same in hospitality education. Methodology: A descriptive cross –sectional design was adopted. The study was conducted in hospitality institutes pan India through online Google Forms in form of questionnaire. Respondents were the faculty members of the institutes which were approached by sending e-mails and through online survey. Total 210 respondents participated in survey. The analysis was done by using relative importance of index along with averages and percentages. Results: The most important attitude required by faculty for the implementation of heuristic methodology are the acceptance of unique solution of students (0.867) and after testing the solution correct knowledge should be imparted to the students (0.856) (relative index of importance). The acceptability of heuristic methodology among the faculty is on average level with response of (39%) use of heuristic methodology for giving inputs to students. Various challenges in implementation are the syllabus needs a major change. The initial set of skills and knowledge are required by the students (56%), completing the syllabus will be a challenge as all the topics in various subjects are not teachable with heuristic methodology (38%). Conclusion: Respondents have given their responses towards mild acceptability towards using heuristic methodology, on the other hand the issues of challenges faced and various attitude required are strongly reflected towards the heuristic education. The need of proper training and right king of changes in syllabus are must of the successful implementation of this methodology.
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Gibbs, Chris, Barbara Murphy, Deepika Ratnaike, Kate Hoppe und Harry Lovelock. „Implementing a collaborative mental health care model: the MHPN“. Journal of Integrated Care 25, Nr. 4 (16.10.2017): 237–46. http://dx.doi.org/10.1108/jica-06-2017-0014.
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Purpose The purpose of this paper is to describe the development and experience of the Mental Health Professionals’ Network (MHPN) in building and supporting a national interdisciplinary professional development platform in community mental health to enhance practitioner response to the needs of consumers. Design/methodology/approach The key components of the MHPN model are described highlighting effective ways of engaging practitioners and supporting interdisciplinary practice. The MHPN has two key programs – Face-to-Face Interdisciplinary Practitioner Networks and an Online Professional Development Program. Findings The MHPN model has had significant uptake in communities across Australia and continues to grow. Practitioners report positive outcomes in engaging with other practitioners, improving their professional knowledge and having gained increased confidence in the provision of mental health care to patients. Practical implications The progress and learnings to date offer some useful insights that can be applied to other settings to support integrated care for patients with mental health problems through enhancing collaborative care among practitioners at the primary care level. Originality/value MHPN is a unique, national, successful platform delivering opportunities for interdisciplinary professional development in the primary mental health sector. The model is cost effective, practitioner driven, and transferable to other settings.
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ANDREESCU, Prof Cristina Veronica. „ONLINE EDUCATION - PROBLEMS AND SOLUTIONS“. Pro Edu. International Journal of Educational Sciences 3, Nr. 4 (27.01.2021): 49–61. http://dx.doi.org/10.26520/peijes.2021.4.3.49-61.
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The online platforms have been in a continuous development since the beginning of their appearance, being classified according to the field of activity. This article discusses some features of the online educational platforms, that serve the distance learning adopted during this pandemic period by the majority of nations on the planet, to continue the educational progress, at all levels of learning. The article is intended exclusively for the platforms used at the pre-university level of education and illustrates theoretical notions about them, represented by typologies, characteristics, and the features that platforms have been applying. The online platforms, as any other software device, possess advantages and also limitations of the available functions, and this article illustrates their approach in the context of the formative type of assessments, as well as of the summative ones. The effects of using these platforms are highlighted by using the questionnaire survey. This has the final aim to identify the perceptions of the respondents on the use of the online educational platforms for conveying the school information and also to identify the psycho-social aspects that this approach entails. At the end of the article the results of students' attendance at the online courses are presented, results that were collected based on the monitoring study conducted on a sample of students.
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Kumar, Yogesh. „The Fellow Traveller: A Machine Learning Approach to Travel Management“. International Journal for Research in Applied Science and Engineering Technology 10, Nr. 4 (30.04.2022): 1798–802. http://dx.doi.org/10.22214/ijraset.2022.41613.
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Abstract: Even after the presence of multiple services which helps us in travelling like Uber, Ola, Make My Trip, Goibibo etc, the travelling enthusiasts or peoples who are going on vacation don’t have proper platform where they can plan their entire trip at one place. There are so many places where only local rental services is available means no online cab services, no platform to contact a guide, platform to book self-driving vehicles, to check the current and predicted weather conditions of the destination, proper expense splitter if travelling in group and a platform which can predict the proper ways through which you can travel to the destination in a set budget. These problems demands an application which helps to manage all the travelling requirements like rental vehicles, hotels, activities, budget manager, expense splitter if travelling in group etc. Also to provide direct contacts of local drivers, help centres, emergencies etc. An application which can use machine learnings prediction system like Support Vector Regression Model and Adaptive Neuro Fuzzy Inference Systems, Expectation Maximization and Self-Organizing Map for clustering techniques and for dimensionality reduction, Principal Component Analysis.It will be really helpful to all the travel enthusiasts as well as this platform can also provide broader scope to the local vendors and peoples of the entered destination as it will directly connect the travellers to them, and it can recommend best services to ease the travel. It will also provide air pollution report and alternative tour plan. Index Terms: Travel Management, Prediction, Recommendation, Machine Learning, Alternate Planning
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Pérez Ferra, Miguel, José Manuel Ortega Martos und Luis Henríquez Alvear. „Voz de los estudiantes de magisterio respecto a sus avances en las competencias comunicativa y digital con “Affective e-learning+”“. Educatio Siglo XXI 38, Nr. 3 Nov-Feb (09.09.2020): 15–36. http://dx.doi.org/10.6018/educatio.423161.
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La revisión bibliográfica evidencia el desfase entre las expectativas del Espacio Europeo de Educación Superior y los logros alcanzados, tanto en la competencia comunicativa como digital, sobre todo por la ausencia de una formación previa de tipo transversal, tanto en los centros educativos como en línea. Se parte de cuarenta y seis narrativas autobiográficas de los estudiantes que cursaron el programa, utilizando un proceso de análisis inductivo que generó dos metacategorías: “valoración del desarrollo del programa” y logros alcanzados en el mismo”. Para ello se utilizó la “Teoría fundamentada” y el software informática NVivo-12Plus. Los resultados muestran que el programa ha generado interacción entre los estudiantes participantes, calificando la experiencia de interesante por lo aprendido y la interacción en el desarrollo de la competencia comunicativa y digital. Del mismo modo, ponen de manifiesto la transversalidad de las actividades propuestas, especialmente: “creación y mantenimiento de un blog” Y “realización de un video sobre privacidad en la red”, que incidieron, respectivamente en 7 y 6 de las unidades de competencia propuestas, así como la flexibilidad del curso, superando los problemas de espacio y tiempo. Los estudiantes valoran el curso como “experiencia positiva”, aludiendo a que los aspectos afectivos han potenciado su orientación al aprendizaje y a la interacción. Los estudiantes reconocen carencias iniciales en su formación en ambas competencias que el curso en línea les ha permitido superar, así como la utilidad didáctica del mismo para su futuro profesional. The literature review evidenced a lack of congruence between the expectations of the European Space for Higher Education and the achievements reached. This was as much the case for communicative competence as it was for digital competence and was mostly due to the lack of prior teaching of transversal skills, both in educational centres and online. A process of inductive analysis based on forty six autobiographical narratives of students enrolled on the program, produced two meta-categories: “evaluation of program development” and “achievements of the program”. To achieve these outcomes “grounded theory” and the information software NVivo- 12Plus were used. Results suggest that the program led to an interaction between participating students. Participation in the program is therefore of interest due to the learnings provided and the interaction that is evident in the development of the communicative and digital competence. In the same way, outcomes show the transversality of the proposed activities, especially: “creation and maintenance of a blog!” and “development of a video about privacy online”, which influenced the proposed competence units in 7 and 6, respectively (table 1). Further influences were found on course flexibility and overcoming time and space problems. Students rated the course as a “positive experience”, alluding to affective aspects which had enhanced their inclination towards learning and interaction. The students recognised initial weaknesses in the training of both competences made available to them through the online course. Further, they noted the didactic utility of the program with regards to their professional future.
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Rajabovich, Gadayev Doniyor. „PROBLEMS OF DISTANCE LEARNING IN TEACHING MATHEMATICS“. International Journal of Advance Scientific Research 4, Nr. 1 (01.01.2024): 107–12. http://dx.doi.org/10.37547/ijasr-04-01-17.
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Distance learning has gained immense popularity in recent years, providing flexibility and accessibility to education. However, the transition to distance learning, particularly in the field of mathematics, presents a unique set of challenges for both educators and students. This scientific article delves into the problems associated with distance learning in teaching mathematics and explores potential solutions to address these issues. By understanding and addressing these challenges, educators can enhance the effectiveness of online mathematics education.
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Khoiruman, Muhamad Alfi. „Online Learning Problems; Students' English Learning Barriers“. Darussalam English Journal (DEJ) 1, Nr. 1 (14.06.2021): 51. http://dx.doi.org/10.30739/dej.v1i1.1037.
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Policies related to online learning which were then simultaneously used as a learning system did not appear without problems. As a result, countries that are not ready with this system, of course, face many problems, especially for teaching staff and students. This study, tries to explore problems that have the potential to hinder students' understanding during online learning, which means that researchers will only focus on obstacles in the learning process, both internal to students and external from teachers and parents, not technical matters such as network constraints, no quota and other related matters. Subjects in this study were 15 junior high school students in Penan, Pejarakan, Ampenan. Qualitative research with this descriptive approach, in the process using Observation and Interview methods as the main way to obtain data where the results of this study classify the main problems that arise into 3 parts, namely; 1) There is a delay from the subject in participating in online class activities, 2) There is a tendency not to take learning activities seriously by doing other activities such as playing games, watching TV and other activities and 3) the lack of time and the ability of companions during the learning process is good because they do not have sufficient understanding of the material or other activities or work to be undertaken.
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Storchak, Oleg. „TOPICAL LEARNING PARADIGMS FOR ONLINE EDUCATION“. Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, Nr. 13(81) (26.05.2022): 7–11. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-7-11.
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Affordances of information-communication technology enable faculty to migrate the face-to-face courses into an online environment within a rapid time frame. Leaning problems are approached from varied theoretical perspectives. An eclectic approach to teaching and learning could combine a traditional educational perspective with the perspectives of constructivism, social constructivism, sociocultural theory and experientialism. The vital factors in online education are teacher guidance, collaboration with peers, social interaction, language, culture, the structured activity of instruction, teaching methods, assessment of the evolving cognitive capacities in students, feedback, remedial activity, changing environment, recurring patterns, memorization and rote learning. The teacher is a facilitator in the learning process. The learner is active in gaining knowledge. Mediation between the learner and the material to be learned is carried out through the teacher and organized learning activity. Discourse is an educational focus. Thought is seen as internalized discourse. Reality is a personal concept as every person constructs their own version of reality. Knowledge is a social construct. Social and individual processes are interdependent in the construction of knowledge. Meaning and thought are embodied. People are not free to think anything as the same neural and cognitive mechanisms are involved in perception, movement, conceptualization and reasoning.
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NISTOR, Denisa-Georgiana, und Ioana STĂNCESCU. „ONLINE SCHOOL BETWEEN PROBLEMS AND SOLUTIONS. THE STUDENTS’ PERSPECTIVE“. Pro Edu. International Journal of Educational Sciences 4, Nr. 7 (27.06.2022): 28–45. http://dx.doi.org/10.26520/peijes.2022.7.4.28-45.
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The pandemic situation brought significant changes regarding the teaching activities, led to the emergency transition to the online system and with it, multiple challenges, both for teachers and students.The students, the main beneficiaries of the online lectures and seminar activities, understood that they have a greater responsibility in learning than before they had and that if they are not fully involved in teaching activities, they will not be able to achieve the desired results. In this context, we considered it necessary to identify and analyze the students' perspective in relation to their experience related to the online school. Thus, a micro-research was carried out, the purpose of which is to analyze the students' opinions regarding the lectures, respectively the online seminars during the pandemic, related to the following aspects: the vertical and horizontal educational relations; the teaching strategies used during classes, the seminars; the students 'access to support materials, the emotional feelings and students' motivation, the difficulties encountered during the period in which the lectures and seminars took place online. The main research method was the questionnaire survey. The target group consisted of students from Valahia University of Târgoviște, Faculty of Political Sciences, Letters and Communication, from all years of study, undergraduate and master's degree programs. The results show that students are aware of both the limits of online teaching activities (stress, numerous tasks and homework, connection issues, etc.), but also their benefits (quick and easy access to information resources, development of digital skills, participation in teaching activities from the comfort of your own home, etc.).
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Maqbulin, Arjunina. „Problems of Online Learning During Pandemic“. Inovasi-Jurnal Diklat Keagamaan 15, Nr. 1 (11.06.2021): 1–13. http://dx.doi.org/10.52048/inovasi.v15i1.205.
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Since the present of Corona virus, all aspects of human live are changed. This also happened in education field. Because of this pandemic, students have to do online learning. They can not go to school for the healthy problem reason. This research aimed to find the answer of two research questions. The first is about the students’ problem in having online learning during the pandemic, and the second is the students point of view about the platform used in online learning. The data were collected from the students of MAN 2 Nganjuk, academic year 2020/2021. The method of research used is qualitative. Questionnaire was used to collect the data. Descriptive analysis was used to analyze the data. The result of this research revealed that the main problem faced by students in having online learning during the pandemic is in understanding the material, this problem is agreed by 59% of the respondent. Then, 23% of the respondent complained about many tasks that they have to finish. Further more 10% of the students think that they have problem in economy field about the quota. The next problem faced by the students of MAN 2 Nganjuk is about time, 6% of the respondents complain about this, and 2% of the participants complain about the way to send their task. The next result of this research is students point of view about the platform used in online learning. According to them the favorable platform to be used in online learning, the first is google classroom, this platform is loved by 52% of the respondents. Then, 39% of the respondents choose whatsapp, those are two most favorable platform loved by the students to be used in teaching learning process during the pandemic. In addition these two platforms are also the platforms that are mostly used by teachers in delivering the materials. For teaching learning process during the pandemic time, it is suggested that teachers give more motivation to the students so that they can become active learners and learn from any sources.
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Muhammad, Kuldashev, Mukumova Muslima Ziyadullayevna, Sadikova Yorkinoy Salijonovna, Mirzayev Djasur Jaxonovich und Mirzayeva Maftuna Hamidjon Qizi. „Problems of quality of distance learning online“. Linguistics and Culture Review 5, S4 (15.12.2021): 2439–43. http://dx.doi.org/10.21744/lingcure.v5ns4.1993.
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From this paperwork we see distance learning and its relationship to emerging computer technologies have together offered many promises to the field of education. In practice, however, the combination often falls short of what it attempts to accomplish. Some of the shortcomings are due to problems with the technology; others have more to do with administration, instructional methods, or students. Being positively motivated to take an online course of study, they, nevertheless, face a number of challenges while learning at a distance. These involve low self-organization, lack of control on the instructor’s side, lack of effective interaction, and a sense of isolation, which decrease their satisfaction with an online learning experience. These findings prove the thesis that to be highly successful and effective distance learning requires considerable attention and commitment on the part of faculty. The role of faculty is manifested in the way the instruction is designed and delivered as well as in the faculty's ability to incorporate relevant course content with the emphasis on student support, interaction and assessment techniques as these are the key issues in effective distance learning.
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Hiddink, Gerrit. „Solving reusability problems of online learning materials“. Campus-Wide Information Systems 18, Nr. 4 (Oktober 2001): 146–52. http://dx.doi.org/10.1108/10650740110397060.
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Abdullah, Zaleha, und Mohammed Musa Girei. „Implementation of Instructional Scaffolding through Online to Support Problem-based Learning in Education - A Scoping Review“. NeuroQuantology 20, Nr. 1 (01.04.2022): 178–88. http://dx.doi.org/10.14704/nq.2022.20.1.nq22072.
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Modern pedagogy needs to prepare an innovative type of students than those fostered all the way through. Technology Scaffolding in Problem-based Learning (PBL) environment is a learner-centred approach that has the potential to foster student’s independent study through effective communication, collaboration, and student student-teacher interaction. These instructional activities can reorganize the conventional learning approach, enhance the leaning experience and entire learning process. Hence, The importance of intergrating scaffolding strategies to facilitate PBL for effective instruction in a diverse field of education cannot be overemphersized. This review highlihgts the benefits available through the utilization of technology-based scaffolding in PBL that could benefit vocational education. The review employed a systematic search of relevant databases including Scopus, Web of Science, ScienceDirect and others. Twenty two (22) full articles that met the inclusion criteria were selected and analyzed. The analysis showed that PBL with online scaffolding enhances positive students experience, promotes effective collaboration, facilitates learning, and ease in dealing with communication of new ideas in a learning setting. additional findings showed that if question prompts in PBL is provided in a complicated or difficult manner, they could hinder rather than promote learning.
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PODLASOV, S., und O. MATVIICHUK. „ЗАСОБИ І МЕТОДИКА ONLINE НАВЧАННЯ ФІЗИКИ В ТЕХНІЧНОМУ УНІВЕРСИТЕТІ“. Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, Nr. 2 (04.10.2021): 272–80. http://dx.doi.org/10.31494/2412-9208-2021-1-2-272-280.
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In this paper, we discuss technological and methodological problems that occur during synchronous distance learning. The technological problem is associated with the choice of software products for conducting such classes. It is shown that, instead of the well-known Zoom webinar program, it is possible to use simultaneously one of the webinar programs (Google Meet, FreeConferenceCall or others) and the interactive whiteboard, for example, IDroo, LiveBoard, Jamboard, Twiddla, or others. The technical characteristics of these boards in some respects are more advanced than the whiteboard in the Zoom program. Methodological problems relate to the definition of forms and methods of lectures, practical and laboratory classes, as well as the semester exam. Our survey showed that 1) 78% of students perceive the lecture material better if the form of its presentation is similar to the traditional one; 2) 71% of students prefer to see mathematical expressions written using a Power Point presentation, in which a gradual step-by-step derivation of formulas is implemented. In order to control students' work at the beginning of each online lecture we conduct an express test control of the knowledges of the previous one, and at the end we offered to make a copy of their synopsis and save it in Google Classroom. Students’ grades for the test and synopsis were taken in account when setting the total rating score. Laboratory exercises were carried out using the created virtual labs. To create visual representations of the virtual models, we prepared short videos that illustrate the main stages of work. The most difficult was to conduct the exam in a distance form. We used the test form of exam. To avoid the exchange of correct answers to test items each student dot individual tasks. To reduce the possibility of communicating with strangers during the exam, students performed tasks with the video camera and microphone turned on. All of this reduced the likelihood of academic integrity of the students. Key words: physics, synchronous distance learning, lecture webinar, labs, exam.
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Fung, Lee Hua, und Seetha Letchumy M. Belaidan. „Sentiment Analysis in Online Products Reviews Using Machine Learning“. Webology 18, SI05 (30.10.2021): 914–28. http://dx.doi.org/10.14704/web/v18si05/web18271.
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Online Shopping is a phenomenon that is growing rapidly. It refers to the act of buying and selling products or services over the internet. Since customers are shopping online, there are some problems with this process. Firstly, is that customers can fall into fraud and security concerns as there is an inability to inspect the goods that you are purchasing beforehand. There is also the other issue on the quality of the product, this is because when selling online, only simple pictures and or descriptions of the product are all a customer can rely on when purchasing. There is also another factor customer can look at before purchasing a product and those are reviews left by previous customers that have purchased the same product from the same seller. Reviews are left by a consumer that has experienced or purchased a product from the store. Thus, by reading the reviews of a product, the new customer can see whether people liked the product or not, or to see if the product that was delivered was the promised product by the store. With the help of Machine Learning Techniques, the researcher can then try to find the best technique that can be used for Sentiment Analysis on Online Product Reviews.
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Waldmann, Anita, Begoña Barragán, Viorica Cursaru, Candy Heberlein, Miroslav Hrianka, Friedrich Richter und Roman Sadżuga. „Myeloma Treatment Compliance 2009: Results of An International Comparative Survey Conducted by Myeloma Euronet (ME), the European Network of Myeloma Patient Groups.“ Blood 114, Nr. 22 (20.11.2009): 4907. http://dx.doi.org/10.1182/blood.v114.22.4907.4907.
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Abstract Abstract 4907 Patients who follow all the instructions about a course of treatment as directed by their doctor or nurse can be described as ‘compliant’ with a treatment plan. It is well-understood that failure of patients to follow treatment plans or understand the requirements after leaving their care could result in poor treatment outcomes, compounding health problems and additional health care costs. An international comparative survey of myeloma patients and patient relatives and healthcare professionals is conducted to assess perceptions of how myeloma treatment plans are determined, the familiarity of myeloma patients with their treatment plan, the satisfaction concerning the level of treatment compliance-related information, the factors that might have a negative effect on treatment compliance, the effect of one exemplary treatment side effect (peripheral neuropathy) on treatment compliance, and overall myeloma treatment compliance. The goal of the survey is to help patient and medical communities recognise the importance of patient compliance and the issues and challenges patients face in complying with their treatment. Learnings from the survey will be used to help improve myeloma patient compliance. The comparative survey is conducted based on 2 comparable two-page questionnaires, 1 for healthcare professionals and 1 for myeloma patients and patient relatives. The survey consists of 9 multiple-choice and ranking format questions. The questionnaires were developed by ME. They were pre-tested with both professional and patient communities and are available in 6 languages: DE, EN, ES, FR, IT, TR. The survey is distributed by mail or e-mail, it can be taken online through accessing the organisation's web site, and it is conducted on paper at haematological and oncological congresses and patient information days. To date, a total of 129 healthcare professionals from 42 countries and 191 myeloma patients and patient relatives from 11 countries have responded to the survey. Data gathering will continue until mid OCT 2009 and the final survey results will be presented at ASH 2009. The survey was made possible through an unrestricted grant from Celgene International. Disclosures No relevant conflicts of interest to declare.
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Asha, Lukman. „Online Learning Problems and the Principal’s Efforts to Overcome the Problems“. AL-ISHLAH: Jurnal Pendidikan 13, Nr. 2 (31.08.2021): 1247–58. http://dx.doi.org/10.35445/alishlah.v13i2.932.
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The spread of the Coronavirus (Covid-19) has brought various drastic changes to human life, one of which is the mode of learning that should be transformed into an online mode. However, the complexities of online learning leave some problems. Thus, this qualitative study aimed to investigate the online learning processes, problems, and the principal’s solutions at MA Muhammmadiyah Kampung Delima, Rejang Lebong, Bengkulu Province. The principal and five selected teachers were involved as the participants. The data were garnered from interviews and observations, and the data were further analyzed using an interactive model. The findings demonstrated that the school, in general, had implemented online learning processes based on the school and teachers’ existing and general competencies. However, there were some problems therein, including ineffective delivery of materials, inadequate technological facilities of students, students’ lack of discipline, and unstable internet networks. To overcome such problems, the principal arranged assistance from the government to benefit from online learning and actively encouraged teachers to establish communication with parents. As an implication, the curricular contents of teacher education in the Indonesian context should be more sensitive to the discourse of TPACK. Further studies are expected to work on the principal’s managerial role in online learning by involving the principles from various schools.
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Guo, Lu, Jing-hua Hao und Min Liu. „An incremental extreme learning machine for online sequential learning problems“. Neurocomputing 128 (März 2014): 50–58. http://dx.doi.org/10.1016/j.neucom.2013.03.055.
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PRASETYA, Prita, und Sekar Wulan PRASETYANINGTYAS. „LEARNING STATISTICAL METHODES WITH ONLINE ONLINE COURSE“. ICCD 3, Nr. 1 (27.10.2021): 312–15. http://dx.doi.org/10.33068/iccd.vol3.iss1.368.
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Today's business has become something complex. Various factors interact with each other and make business unpredictable. Research is an effort to develop knowledge, develop and test theories. The research objective is an effort to develop knowledge, develop and test the theory. Research activities in practice are likely to include multidisciplinary research and a combination of the application of multiple research methods. In practice, research can be carried out in multi-disciplinary and is a combination of several research methods. The function of research is to find explanations and answers to problems and to provide alternatives to the possibilities that can be used to solve the problem. On that basis, a systematic method is needed in overcoming various problems that arise in the business. The business research method is a systematic method that is useful for researching various aspects related to business. Statistics and research methods training aims to provide a better understanding of business research. The research methods discussed in this training are Structural Equation Modeling (SEM) and Soft System Methodology (SSM). This community service activity produces changes following the set output targets, increasing participant knowledge to help compile business research. The results of the evaluation of the implementation of training in business research methods for students, lecturers, researchers, and practitioners, show that the level of understanding becomes better after attending the training and has the motivation to conduct research with quantitative and qualitative approaches. Participants can also run the SEM LISREL application independently.
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Kirienkova, E. A., N. V. Kirienkova und E. V. Timofeeva. „Individual Approach in Online Learning: Problems and Prospects“. Alma mater. Vestnik Vysshey Shkoly, Nr. 8 (August 2021): 51–53. http://dx.doi.org/10.20339/am.08-21.051.
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Examined is the problem of individual educational approach in online learning, presented is the description of the score-rating system. Answered is, why and how it is necessary to rebuild the educational process under conditions of Covid. Also presented are answers about the new method of working with students, what is the role of the individual educational route in the context of distance learning, how to restructure the educational process and make sure that students learn using the tools that will help them quickly acquire competencies in an online format, and about the implementation of feedback in the audience. The experience of working in the online mode in the Moodle system is described. The pros and cons of distance learning at the university are shown. A survey of students of three higher educational institutions was conducted. It is concluded that students need live communication, and distance learning is relaxing, inefficient under conditions of sometimes lack of Internet in localities.
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Wan, W. „Implementing Online Natural Gradient Learning: Problems and Solutions“. IEEE Transactions on Neural Networks 17, Nr. 2 (März 2006): 317–29. http://dx.doi.org/10.1109/tnn.2005.863406.
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Muflihah, Muflihah, und Arif Sukirno. „The Problems of Teaching Reading with Online Learning“. English Education : English Journal for Teaching and Learning 9, Nr. 02 (20.12.2021): 179–92. http://dx.doi.org/10.24952/ee.v9i02.4669.
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COVID-19 pandemic change the world, especially for the education. Nearly 1.6 billion learners in the world affected by this phenomenon. So, Indonesia’s government must issue the rule of online learning for the sake of everyone’s safety. It also affects the English language learning as well, especially reading. This study is about the problems of teaching reading with online learning especially in IAIN Purwokerto, Central Java, mainly with the use of Zoom and Google Meet. The author of this article is interested and wants to know very much about it. So, he conducted the research to find the answer about it. The research used qualitative approach, and the data collection technique is interview and literature review of the journals and books. Some results are found, such as the limitation of technologies, students that don’t activate the camera during learning, the teacher can’t observe the students’ respond to the material that have been prepared, and other problems that will be explained further in this article. The author also hope that this article can help making better future of the education, especially for the online learning.
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Khairo, Nadiatul, und Yosi Laila Rahmi. „PROBLEMS OF LEARNING BIOLOGY ONLINE IN HIGH SCHOOLS“. JURNAL ATRIUM PENDIDIKAN BIOLOGI 7, Nr. 4 (07.12.2022): 268. http://dx.doi.org/10.24036/apb.v7i4.12884.
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Online learning during the Covid-19 pandemic is an educational innovation that involves elements of information technology in learning. This online learning is one of the unavoidable efforts for educational institutions so that the learning process continues during the Covid-19 pandemic in order to maintain health and prevent the spread of the virus by continuing to study from home. This study aims to describe the biology learning of students through online learning. This research is a qualitative descriptive study. The population of this study were all students of class X science. The research sample amounted to 162 students consisting of 6 classes. The sampling technique is a total sampling technique. This research is a qualitative descriptive study. Where after the data that has been obtained collected is classified according to a predetermined formula, which is described in words or sentences according to predetermined categories to obtain a conclusion. The results of this study indicate that there is an online biology lesson for students. Biology learning through online learning for students shows the highest score of all students using 100% Handphone devices and the lowest score of 0%.
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Lee, Surim, und Jong-gab Choi. „College students’ perceptions of online learning: A study on learners’ satisfaction and experiences in online general English course“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 2 (31.01.2023): 757–69. http://dx.doi.org/10.22251/jlcci.2023.23.2.757.
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Objectives The purpose of this study is to investigate the perceptions of Korean EFL college learners toward online learning based on their level of satisfaction as well as their experiences of online learning.
Methods A total of 111 college students who enrolled in online general English course were asked to complete a survey including 22 closed- and open-ended questions. Descriptive statistical analysis was conducted using the IBM SPSS statistical package to examine learners' satisfaction with online classes. Regarding responses of participants’ experiences on online learning, all the narrative data was examined and divided into themes that emerged in the data.
Results The findings showed that learners were generally satisfied with online learning and in particular, they were highly satisfied with pre-recorded video lectures than synchronous classes or combined classes. In addition, the level of satisfaction on ‘teacher-centered lectures’ was high, and those of ‘cooperative learning’ and ‘peer feedback activities’ were relatively low. Furthermore, students recognized accessibility, flexibility, and the possibility of repetitive learning as advantages of online learning while perceiving technical problems, communication with others, and lack of immediate feedback as disadvantages of online learning.
Conclusions Based on the findings, discussion and suggestions on effective teaching methods and activities for online classes were presented.
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Nadira, Benmedakhene, Derdour Makhlouf und Mohamed Amroune. „Personalized Online Learning“. International Journal of Web-Based Learning and Teaching Technologies 16, Nr. 6 (November 2021): 1–15. http://dx.doi.org/10.4018/ijwltt.20211101.oa8.
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The success of MOOC (massive open online courses) is rapidly increasing. Most educational institutions are highly interested in these online platforms, which embrace intellectual and educational objectives and provide various opportunities for lifelong learning. However, many limitations, such as learners' diversity, lack of motivation, affected learners' outcomes, which unfortunately raised the dropout rate. Thus, multiple solutions were afforded on MOOC platforms to tackle these common problems. This paper suggests a model outline of a customizable system Context-Driven Massive Open Online Courses that could be implemented in any learning environment, and that goes hand in hand with learners' context to boost their motivation towards learning, and to help identify their learning needs. The paper introduces CD-MOOC following a learner-based approach by employing two types of users' data; long-term and short-term data assembled form learners' online traces when interacting on the platform. The data help users design their own learning path based on their context and preferences.
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Пронин, E. Pronin, Положенцева und I. Polozhentseva. „Modern Online Education in Russia: Problems And Prospects“. Socio-Humanitarian Research and Technology 4, Nr. 2 (17.06.2015): 18–20. http://dx.doi.org/10.12737/11931.
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In'am, Akhsanul, und Siti Hajar. „effectiveness of online Mathematics learning“. AMCA Journal of Community Development 1, Nr. 2 (23.08.2021): 35–38. http://dx.doi.org/10.51773/ajcd.v1i2.68.
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This study aims to analyze the effectiveness of online Mathematics learning. It employed qualitative research design with case-study technique. Subjects of this study were 7th graders from five different classes at Madrasah Tsanawiyah Negeri 1 Malang. Data collection methods were observations, documents of zoom learning, and interviews with student guardians. The obtained data were analyzed through data description. Results showed that there were disturbances in the online learning activities. Among the problems were student punctuality and unstable internet connection activities. During the online learning, most students could not follow the lesson very well, and only few responded to the teachers. There were also problems in students’ monitoring and evaluation. These aspects of learning activities, students’ responses, and monitoring and evaluation implied that online Mathematics learning was ineffective.
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Fathimah, Fathimah. „Problems of Online Learning During the Covid-19 Pandemic“. Social, Humanities, and Educational Studies (SHEs): Conference Series 3, Nr. 4 (30.12.2020): 868. http://dx.doi.org/10.20961/shes.v3i4.54433.
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<p><em>The implementation of online learning is a learning model carried out during the pandemic. The application of online learning certainly requires the readiness of various parties, both from the school, office holders, and the students. There are things that must be considered in online learning, including the quality of teacher resources, both in terms of content and methodology as well as in terms of the use of information technology. In addition, students are also less active in participating in this online learning, either due to an unstable internet network or in terms of providing limited internet quota. The purpose of writing this article is to learn and understand the problems in learning activities during the pandemic, namely distance learning through online media so that students can follow it actively and interestingly. Distance learning (PJJ) through online media during the COVID-19 pandemic has led to various responses and changes to the learning system that can affect the learning process and the level of development of students in responding to material.</em></p>
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Nurdinova, K., und V. Dzhanibekova. „ONLINE LEARNING: NEW OPPORTUNITIES OR THREATS?“ Vestnik Bishkek state university af. K. Karasaev 2, Nr. 61 (28.11.2022): 8–12. http://dx.doi.org/10.35254/bhu/2022.61.8.
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The article examines the problems of online distance learning at universities in Kyrgyzstan in the context of the pandemic coronavirus, indicates its features. Here is the example of the analysis of the students satisfaction of the International Faculty of Osh State University with online learning, the pros and cons of this format of learning are indicated. Questioning of 390 students showed a number of problems in the organization of online learning. As shown by analysis of responses, only 25% of respondents answered that they were satisfied with online learning. At the same time, 75% of students expressed dissatisfaction with this form of learning and named a number of disadvantages. All of these problems raise questions about whether online learning is not a threat to the learning youth, whether it gives the level of knowledge, skills and abilities required by state educational standards and real practice? Particular attention in the article is paid to the mechanisms of solving the problems of online learning in order to use its unique opportunities in the development of education. The materials of the article were tested at the international conference «Educational Strategies and Innovations in the Age of Digitalization» held on October 5-6, 2022 in the American University of Central Asia.
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Shani, Lior, Tom Zahavy und Shie Mannor. „Online Apprenticeship Learning“. Proceedings of the AAAI Conference on Artificial Intelligence 36, Nr. 8 (28.06.2022): 8240–48. http://dx.doi.org/10.1609/aaai.v36i8.20798.
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In Apprenticeship Learning (AL), we are given a Markov Decision Process (MDP) without access to the cost function. Instead, we observe trajectories sampled by an expert that acts according to some policy. The goal is to find a policy that matches the expert's performance on some predefined set of cost functions. We introduce an online variant of AL (Online Apprenticeship Learning; OAL), where the agent is expected to perform comparably to the expert while interacting with the environment. We show that the OAL problem can be effectively solved by combining two mirror descent based no-regret algorithms: one for policy optimization and another for learning the worst case cost. By employing optimistic exploration, we derive a convergent algorithm with O(sqrt(K)) regret, where K is the number of interactions with the MDP, and an additional linear error term that depends on the amount of expert trajectories available. Importantly, our algorithm avoids the need to solve an MDP at each iteration, making it more practical compared to prior AL methods. Finally, we implement a deep variant of our algorithm which shares some similarities to GAIL, but where the discriminator is replaced with the costs learned by OAL. Our simulations suggest that OAL performs well in high dimensional control problems.
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Shiow-Lin Hwu, Shiow-Lin Hwu, und Sheng-Lung Peng Shiow-Lin Hwu. „An Analysis of Online Learner Types Applicable to Lifelong Learning Environments“. 電腦學刊 34, Nr. 4 (August 2023): 233–40. http://dx.doi.org/10.53106/199115992023083404020.
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<p>Based on the perspective of Sustainable Development Goals (SDGs) Quality Education and lifelong learning, it is necessary to respect the learning opportunities and quality for all individuals. Online learning can provide more opportunities for lifelong learning, but due to the significant differences in students’ backgrounds and characteristics, personalized and timely support becomes more crucial. Learning analytics (LA) in online learning environment is a way to facilitate understanding of the potential meaningful information and relationships of students. One of the main functions of LA is to monitor the learning performance and identify potential learning problems early. In this study, 𝑘-means clustering is performed to determine the types of learning in lifelong online learning environments, based on students’ personal traits (background factors), learning behavior paths, and interactive perspectives on learning performance. Moreover, statistical analysis is used to further evaluate the linear correlation coefficients as well as the characteristics of each group of students, who ranged in age from 18 to 73, with a total of 2386 participants from five courses, in the interactive perspective. The result shows a significant correlation between learning performance and persistence across the three learning clusters, with a tendency towards continuous learning, thus providing educators an understanding of the learning behavior characteristics of those types of online learners.</p> <p> </p>
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Riyadi, Gloria Vincentia, und Dewi Kartika Ardiyani. „Problematika Penggunaan Aplikasi Zoom Cloud Meeting sebagai Sarana Pembelajaran Daring Bahasa Jerman Kelas X Di SMA Laboratorium UM“. Journal of Innovation and Teacher Professionalism 1, Nr. 1 (30.04.2023): 54–61. http://dx.doi.org/10.17977/um084v1i12023p54-61.
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Tujuan penelitian ini adalah mendeskripsikan respons siswa dalam aktivitas pembelajaran, permasalahan, dan faktor penyebab permasalahan terhadap proses pembelajaran daring menggunakan aplikasi Zoom Cloud Meeting. Sumber data penelitian ini adalah 29 siswa menengah atas bahasa Jerman di SMA Laboratorium UM yang berada pada tingkatan kebahasaan setara A1 GER. Data diperoleh dari observasi, kuesioner tertutup dan wawancara, dengan jenis penelitian deskriptif kualitatif. Hasil penelitian menunjukkan bahwa terdapat beberapa masalah yang berpotensi menghambat proses pembelajaran daring bahasa Jerman siswa menengah atas, seperti kendala teknis penggunaan dan teknis internet, dan di sisi lain keterbatasan akses siswa kepada aplikasi zoom dengan fitur lengkap yang menghambat proses pembelajaran berjalan secara maksimal.
Kata kunci: Zoom Cloud Meeting; pembelajaran daring; pembelajaran bahasa Jerman
The Problems of Using Zoom Cloud Meeting Application as A German Language Online Learning in the 10th Class at SMA Laboratorium UM
The purpose of this study was to describe student responses in learning activities, the problems that students facing, and the factors causing the problem to the online learning process using the Zoom Cloud Meeting application. The data sources for this study were 29 German high school seniors at SMA Laboratorium UM who were at the language level equivalent to A1 GER. Data obtained are from observation, closed questionnaires, and interviews, with the type of qualitative descriptive research. The results of the study indicate that several problems have the potential to hinder the online learning process of senior high school students in German language classes, such as technical obstacles to using, technical internet connections, and the other problems that limit the access of students to the full-featured zoom application that hinders the learning process from running optimally.
Keywords: Zoom Cloud Meeting; online learning; German learning
Der Ziel in der vorliegenden Studie ist est zu beschreiben, die Reaktionen der Schüler, die Probleme, und die Ursachen auf den Online-Lernprozess mit der Nutzung von Zoom Cloud Meeting App. Die Datenquelle sind 29 Schülerinnen der SMA Laboratorium UM, die im Niveau A1 des GER sind. Diese Studie ist eine deskriptiv qualitative Studie und die Daten wurden durch Beobachtungen, geschlossene Umfragen und Interviews gesammelt. Die Ergebnisse dieser Studie zeigen, dass es potentielle Probleme gibt, die den Lernprozess des Online-Deutschunterrichts für Oberstufenschülern verhindern würden, z.B technische Probleme und Probleme mit der Internetverbindung, sowie auch fehlender Zugang zu der aktuellen Zoom App mit seiner kompletten Features, die verhindern wird, um den Lernprozess optimal umzusetzen.
Schllüsselwörter: Zoom Cloud Meeting; Online lernen; Deutschunterricht
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Desha, Cheryl, Savindi Caldera und Deanna Hutchinson. „Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development“. International Journal of Sustainability in Higher Education 22, Nr. 5 (09.07.2021): 1186–224. http://dx.doi.org/10.1108/ijshe-01-2020-0024.
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Purpose This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design. Design/methodology/approach A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”. Findings This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills. Research limitations/implications The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation. Practical implications The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes. Originality/value Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.
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Simangunsong, Ulfa Fatiha. „Problems of Online Learning in Elementary School During Pandemic“. Eduvest - Journal Of Universal Studies 1, Nr. 8 (20.08.2021): 706–16. http://dx.doi.org/10.36418/edv.v1i8.181.
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Some obstacles will certainly be found in the online learning process, but that is where the challenge for teachers is in dealing with these obstacles and finding the right solution to overcome the problems that occur in the middle of online learning. The purpose of this study is to find out the problems of online learning during the pandemic and the efforts made to overcome the problems of online learning in elementary schools during the pandemic. This study used a library research method that refers to available sources both online and offline such as scientific journals, and news sourced from trusted sources. This data was obtained through triangulation techniques. The data were analyzed and then conclusions were drawn. The results of this study conclude that online learning in elementary schools, both SD (Sekolah Dasar) and MI (Madrasah Ibtidaiyah) in Palembang during the Covid-19 emergency, various educational websites were used by teachers, such as WA (Whatsapp) by creating WA groups, Google Classroom, Google Duo, and Zoom. However, the main website used is Google Classroom, because attendance lists and materials are always shared through the website. Online learning in elementary schools can be carried out well if there is cooperation between teachers, students, and parents in learning at home.
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Teneva, Temenuga. „LITERATURE ON SCREEN - PROBLEMS AND STRATEGIES OF ONLINE LEARNING“. Годишник на Шуменския университет. Факултет по Хуманитарни науки XXXIIIA, Nr. 1 (10.11.2022): 336–45. http://dx.doi.org/10.46687/eqta4077.
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The article talks about the transition from reading fiction on screen to teaching literature through the screen of online educational platforms. The peculiarities of "vertical" screen reading do not lead to durability and depth of reading, but it saves time and allows for multiple returns to the text. Constructive changes as a result of online learning are mainly related to the acquisition of new digital competencies for teachers and students, which support in different ways the reading and understanding of fiction. This opens the prospect of hybrid education with the best of face-to-face learning and the effectiveness of distance learning.
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TSAROVA, Liudmyla, Inna KOVALOVA und Nadiia MARTYNENKO. „SELF-STUDY WORK IN ONLINE MODE AS AN INNOVATIVE FOREIGN LANGUAGE LEARNING TECHNOLOGY“. Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 12 (2022): 158–64. http://dx.doi.org/10.33251/2522-1477-2022-12-158-164.
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The article attempts to analyze the students’ problems during training, creating situations favorable for the development of their creative activity in the process of foreign language learning and to examine the importance of organizing communicative activities, ensuring practical mastery of a foreign language. Ways to increase active work with any information that teaches thinking and trains intellectual abilities are also examined. Work methods using the Learningapps.org. internet service worked out, it is suggested to consider an experiment on the topic ″Self-study online work″ with a group of students, in order to promote self-study work, increase knowledge quality and develop skills for working with information. Keywords: Internet service; self-study online work; innovativeness; multimedia; network technologies; motivation.
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Rahmonova, G. S. „ДИСТАНЦИОННОЕ И ОНЛАЙН ОБУЧЕНИЕ В СИСТЕМЕ ПОВЫШЕНИЯ КВАЛИФИКАЦИИ“. Education and innovative research, Nr. 4 (05.08.2021): 174–78. http://dx.doi.org/10.53885/edinres.2021.18.75.024.
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Background. The article defines the essence of distance professional development for teachers, reveals regulatory norms for its effective implementation, proposes a system of educational content selection principles, and considers the peculiarities of educational process organization and management in these conditions. The pedagogical conditions of the use of distance learning technologies in the system of professional development of teachers served as the subject of current study. Aim of the study is to develop, disclose the specifics, to experimentally verify the organizational and pedagogical support for the professional development of teachers on the basis of the use of distance learning technologies. The object of the study: the process of professional development of educators.Methods. When solving the set tasks, we used the following research methods: at the theoretical level - analysis of scientific and methodological literature and regulatory documents on research problems; analysis of the results of students’ activities; modeling of systems and educational processes, pedagogical activities of a tutor and students in the distance learning system; at the empirical level - a pedagogical experiment; observation methods, questionnaires, testing, surveys, statistical methods of data processing.Results. In the results, important aspects of the basis for the successful implementation of distance learning programs are given.Conclusion. In the conclusion, the conditions for the effective use of the created complex in the process of remote professional development are given. Maqolada o'qituvchilarning masofaviy malakasini oshirishning mohiyati aniqlangan, uni samarali amalga oshirish uchun me'yoriy me'yorlar ochib berilgan, ta'lim mazmunini tanlash tamoyillari tizimi taklif qilingan va ushbu sharoitlarda o'quv jarayonini tashkil etish va boshqarishning o'ziga xos xususiyatlari ko'rib chiqiladi. O'qituvchilarning malakasini oshirish tizimida masofaviy ta'lim texnologiyalaridan foydalanishning pedagogik shartlari joriy tadqiqot predmeti bo'lib xizmat qildi. Tadqiqot maqsadi masofaviy ta'lim texnologiyalaridan foydalanish asosida o'qituvchilarning malakasini oshirishni tashkiliy-pedagogik qo'llab-quvvatlashni ishlab chiqish, o'ziga xosliklarini ochib berish, eksperimental tekshirishdan iborat. Tadqiqot ob'ekti: pedagoglarning malakasini oshirish jarayoni. В статье определена сущность дистанционного повышения квалификации педагогов, выявлены нормативные нормы для его эффективной реализации, предложена система принципов отбора содержания образования, рассмотрены особенности организации и управления образовательным процессом в этих условиях. Предметом настоящего исследования послужили педагогические условия использования дистанционных образовательных технологий в системе повышения квалификации учителей. Цель исследования - разработать, раскрыть специфику, экспериментально проверить организационно-педагогическое обеспечение повышения квалификации педагогов на основе использования дистанционных технологий обучения. Объект исследования: процесс профессионального развития педагогов.
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Sholikhah, Fella Farikhatus, Triana Rejekiningsih und Leo Agung Sutimin. „Online Platforms in Mobile Learning as Online Learning Media during the COVID-19 Pandemic“. Teknodika 20, Nr. 1 (31.03.2022): 18. http://dx.doi.org/10.20961/teknodika.v20i1.55841.
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<p class="HeaderAbs"><em>This paper aims to describe platforms in mobile learning during the pandemic. This writing was motivated by an uncontrolled pandemic that made several aspects uncontrollable, including education, so learning activities were forced to change. Therefore, there is a need to update learning through learning media with several platforms available for mobile learning. This online platform in mobile learning is a medium that can solve students' problems during a pandemic that helps the learning process run. The method used in this paper was to use a literature study that examined several sources of articles from research results published to be analyzed and draw conclusions. This paper indicated that platforms such as Google Classroom, Zoom, and Microsoft Teams could solve problems during the pandemic. The average result was more than 60% based on the data presented. This figure is considered to have reached the effective criteria. Learning using online platforms, such as Google Classroom, Zoom, and Microsoft Teams, can be an alternative and help activate students when offline learning cannot be carried out, even mobile-based learning media.</em></p>
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Amalia, Annisa Fitri, und Ine Rahayu Purnamaningsih. „Distance Learning Problems during the Covid-19 Pandemic“. Issues in Applied Linguistics & Language Teaching 4, Nr. 2 (27.12.2022): 117–24. http://dx.doi.org/10.37253/iallteach.v4i2.6722.
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The Covid-19 pandemic that occurred requires the government to take a stance to prevent the spread of the virus, including in the education sector. The online learning process during the Covid-19 pandemic had several problems. This research aims to find out the issues of Distance Learning or what is commonly referred to online during the Covid-19 pandemic and its solutions. Following the issues raised, this research data was obtained from various sources, such as journals, websites, and other sources. The results of this study indicate that there are multiple problems or problems experienced by students, namely, students become bored and less interested in participating in online learning activities because learning activities tend to be replaced with online assignments, students do not have learning support facilities, uneven internet network access sometimes tricky, high cost of internet quota, and not ready to implement the teaching and learning process remotely or online.
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Sarair, Sarair, Siti Safura, Novi Wulan Lestari und Ayuna Netta. „Parental difficulties during online learning process“. ACCENTIA: Journal of English Language and Education 2, Nr. 1 (30.06.2022): 40–50. http://dx.doi.org/10.37598/accentia.v2i1.1293.
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This study aimed to investigate the problems that parents faced and how they dealt with them during the online learning process. The study used the qualitative research method. The study enlisted 10 people (parents) as the participants to describe the type of issues that arose during the online learning process. The data were then examined through data reduction, data display, and conclusion drawing. The findings revealed that parents faced a variety of issues that hampered the learning process; the issues were primarily caused by a lack of a good phone, internet data, and poor connection. The study suggests that in order to fix the problems, parents should contact the teachers and seek help from others.