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Rosales-Asensio, Enrique, Carlos Sierra, Clara Pérez-Molina, Jesús Romero-Mayoral, and Antonio Colmenar-Santos. "Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education." Sustainability 13, no. 18 (September 18, 2021): 10437. http://dx.doi.org/10.3390/su131810437.
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This research studies the acquisition and improvement of specific cognitive, functional, and social competencies of the students enrolled in a university module in which we applied Collaborative Research Project (CRP) strategy. The module was Research Methodology for a master’s degree in research in electrical engineering, electronics and industrial control given at the National Distance Education University (UNED) in Spain. This practice was applied to a research project in which the private sector was interested in. We have been aiming at increasing academia–industry interaction while promoting active learning; both are principles advocated by the European Higher Education Area (EHEA). Having applied this strategy, the module learning outcomes were evaluated following the guideline standards set by the National Agency for Quality Assessment of Universities (ANECA) of the Spanish Government. The results from this evaluation indicated that CRP, even when carried out by using distance learning, has encouraged the students’ interest in both research and the module. It has also fostered collaboration between students and lecturers while increasing their degree of satisfaction. We highlight the difficulties in merging all the outcomes from the students’ research as the main drawback.
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Dinis, Raquel José de Jesus Vigário, João José Monteiro Mora Porteiro, Susana Goulart Costa, and Rute Isabel Rodrigues Dias Gregório. "Formação de professores em B-Learning na uUniversidade dos Açores: reflexão sobre a experiência formativa na área de história, geografia e cultura dos Açores (Portugal)." Cadernos de Educação Tecnologia e Sociedade 11, no. 4 (December 29, 2018): 594. http://dx.doi.org/10.14571/brajets.v11.n4.594-612.
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The curricular approach to History, Geography and Culture of the Azores, within the non-disciplinary curriculum area of Citizenship, results from a decision of the Regional Government of the Azores. The University of the Azores prepared - under request of Regional Secretariat for Education and Culture - the Curriculum Matrix and the Program for teaching History, Geography and Culture of the Azores, in the 6th grade of the 2nd cycle of Basic Education. In 2016, a Training Workshop was designed to support the work of the teachers involved, aiming to provide an updated scientific approach to the program contents, to support discussion and reflection on the possibilities of pedagogical approach, and to address the construction and sharing of teaching materials in the field. This Training Workshop was designed to occur in B-learning (with classroom sessions and distance learning), involving sixty 6th grade teachers, dispersed throughout the nine islands of the Azorean Archipelago. To support the online learning component a Virtual Learning Environment was conceived, following a methodology inspired by principles of Educational Design Research. It was designed to enable the supervised construction, evaluation and validation of teaching materials in History, Geography and Culture of the Azores, operating as a community of research and practice. This article analyzes the path taken in the organization and management of the Virtual Learning Environment that supported this Training Workshop, and aims to deepen the reflection on the potential and possible constraints underlying B-Learning in-service teacher education at the University of the Azores.
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Plieninger, Tobias, Nora Fagerholm, and Claudia Bieling. "How to run a sustainability science research group sustainably?" Sustainability Science 16, no. 1 (August 25, 2020): 321–28. http://dx.doi.org/10.1007/s11625-020-00857-z.
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AbstractRigorous sustainability science includes addressing pressing real-world problems, weaving multiple knowledge systems, and striving for transformative change. However, these key attributes of sustainability science often conflict with university structures and established academic work practices, for instance with regard to frequent long-distance travel. Such contradictions between key principles of sustainability and everyday practices are experienced by many researchers not only at university level, but also in their individual behaviors. To help resolve this widespread divergence, we present ten principles to foster the sustainability of a research group working in sustainability science, based on our personal experiences and experiments as research group leaders. These principles comprise: (1) monitor the environmental footprint, (2) foster learning and innovation, (3) reduce the environmental footprint, (4) nurture campus sustainability, (5) embrace sustainability in private life, (6) constructively deal with environmental anxiety, (7) design research projects for sustainability impact, (8) engage with stakeholders, (9) capitalize on sustainability teaching, and (10) recognize biases and limits. Applying sustainability principles in everyday research practices can provide important social tipping points that may trigger the spreading of new social norms and behaviors.
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Boton, Conrad. "Remote Teaching of Building Information Modeling During the COVID-19 Pandemic: A Case Study." Sustainability 12, no. 20 (October 19, 2020): 8665. http://dx.doi.org/10.3390/su12208665.
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This article reports on a Building information modeling (BIM) distance learning experience in a pandemic context. Based on a description of the experience and a survey completed by the learners at the end of the course, the article presents and discusses various aspects of the training, including the overall satisfaction of the learners, their evaluation of the technical aspects and the practical work, as well as the proposals made to improve the course. The analysis shows that some elements of the teaching functioned well, while others were rated as being less satisfactory by the students. More specifically, the learners highlighted the need to find ways and means to improve the level of interaction, which is reduced by online education. The use of video clips as a support for practical work was recognized as being effective, but it seems useful also to resort to the use of collaborative platforms dedicated to the construction industry. A critical aspect is the remote access to computer labs with computers where the taught software is installed, as not all of the learners will always have the option of having it on their personal computers. Although the results of the experiment are difficult to generalize due to its particular context, they identify interesting avenues for improvement while paving the way to unique opportunities for the use of active pedagogy principles in BIM education.
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Soldatov, Boris, and Natalya Soldatova. "Distance education didactic principles application in teaching." E3S Web of Conferences 273 (2021): 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.
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The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.
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Kraus, Kateryna, Nataliia Kraus, Petro Nikiforov, Galyna Pochenchuk, and Ilona Babukh. "Information and Digital Development of Higher Education in the Conditions of Innovatyzation Economy of Ukraine." WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT 17 (July 7, 2021): 659–71. http://dx.doi.org/10.37394/232015.2021.17.64.
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The article deals with key measures of establishing information and digital development of the Institute of Education in the conditions of innovativeness of Ukrainian economy. The reason that motivated the study was a number of pressing issues, such as the formation of a highly qualified specialist with new quality of digital competencies and skills based on an effective innovation and entrepreneurship university and the establishment of a quality institute of digital education in European digital educational environment, which remain little studied and need knowledge. Among the goals pursued by authors is to identify the prerequisites for accelerating the automation and digitization of the economy at different levels of economic aggregation and in terms of economic sectors; to present author’s visualization of the potential innovative ecosystem of digital business center of the university in which applicants will be able to acquire digital practical skills. The purpose of the article is to investigate the peculiarities of modern problems of higher education in Ukraine, to consider objective conditions and current tendencies of development of information society. Methods: generalization – in studying the nature of digital education; structuring – in explaining the prerequisites for reforming digital principles. Results. The scientific publication reviews the features of modern problems of higher education in Ukraine, including: lagging of scientific developments from needs of the economy, fragmentation of the use of distance learning technologies in economic specialties, inconsistency of the laboratory base of universities with a technical profile of the level of modern technologies. Scientific analysis of paradigm change in education of Ukraine is conducted. Authors’ opinion is: changes are caused by integration processes in higher education system, democratization of the process of obtaining education, introduction of tools of freedom of choice of resources, technologies. The originality of publication is that authors argue that a transformational change at the Institute of Education is a change from a passive system where learning is an audition, to an active learning system where students learn subjects/disciplines by sharing knowledge about these subjects. Value of the article is that authors outlined main areas of use of digital information technology in higher education, namely: development of educational websites and promising tools, teaching methods and technologies with a focus on development, promotion of personalized education. Conclusions. The article is devoted to the consideration of objective conditions and current tendencies of development of information society, which determine the course of automation and digitization of the provision of educational services in the conditions of innovativeness of Ukrainian economy.
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Ragan, Lawrence C. "Good Teaching is Good Teaching: The Relationship Between Guiding Principles for Distance and General Education." Journal of General Education 49, no. 1 (2000): 10–22. http://dx.doi.org/10.1353/jge.2000.0006.
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Mironowicz, Izabela, and Martina Schretzenmayr. "Is This Distance Teaching Planning That Bad?" disP - The Planning Review 56, no. 4 (October 1, 2020): 107–21. http://dx.doi.org/10.1080/02513625.2020.1906064.
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Tolok, I. V., D. V. Zaitsev, and V. V. Shvaliuchynskyi. "IMPLEMENTATION OF SOME DUAL-TECHNOLOGY TECHNOLOGIES IN REMOTE TEACHING OF MILITARY DISCIPLINES: ADVANTAGES AND PROBLEMS." Collection of scientific works of the Military Institute of Kyiv National Taras Shevchenko University, no. 67 (2020): 54–61. http://dx.doi.org/10.17721/2519-481x/2020/67-06.
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The article reveals some remote technologies in teaching military training. The role of the introduction of distance learning in the system of training of reserve officers is determined. The main advantages and problems of development and implementation of distance technologies in the education of future reserve officers are listed. Distance learning is built according to the same purpose and content as face-to-face training, but the forms of material submission and the forms of interaction between the subjects of the educational process differ significantly. The didactic principles of distance learning (principles of scientific, systematic and systematic, activity, principles of developmental learning, clarity, differentiation and individualization of learning) are similar to face-to-face training, but their implementation is specific. The characteristic features of distance learning are defined, namely: interactivity of learning, flexibility of learning; modular principle in the relevant military specialty; individualization of training on the basis of an individual schedule; economics of distance learning; no problem with the acquisition of educational materials and textbooks; parallelism of distance learning; openness and objectivity of citizens' knowledge assessment; high self-organization of citizens. Some approaches to solving problems of introduction of distance education are defined: development of the concept of distance education in all sections of military training; further development and adaptation of the Military Institute's corporate network; development, placement of electronic textbooks and teaching materials on the website of the Military Institute and creation of a database of distance education; organization of interaction between all participants of the educational process; creation of a single corporate system of distance education and unified resources; organization of training and advanced training of teachers and technical staff in the field of information technology in distance education, taking into account the gradual transition in teaching, including the Tactical Training module, to NATO standards, etc.
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Kuznetsova, Olga Yu, Ludmila N. Degtyareva, and Irina E. Moiseeva. "Innovative teaching methods. Problem-based learning and distance-learning technologies." Russian Family Doctor 23, no. 2 (August 8, 2019): 27–34. http://dx.doi.org/10.17816/rfd2019227-34.
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The article describes modern methods of education, the most effective in teaching of clinical disciplines. Outlines the basic principles of problem-oriented learning compared with traditional methods of teaching. The characteristic of distance learning technologies is given. The role of the student in the process of mastering knowledge and practical skills is emphasized. It justifies the need to use innovative technologies in medical education, especially when development of new competencies by doctors who have their own clinical experience, particularly, in geriatrics training.
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Kontvainas, Rimantas, and Marina Radčenko. "Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography." Pedagogika 109, no. 1 (March 26, 2013): 118–26. http://dx.doi.org/10.15823/p.2013.1841.
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XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools.
We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software that provides the proper functioning of various e-measures. This program is called open source virtual environments development software (usually just a “virtual learning environment” or in short VLE). In the period of 1996–2000 virtual learning environment has been created for distance education.
In Lithuania the use of the virtual learning environment is growing. Almost all high schools have their own virtual environment. The interesting of VLE is growing and in the secondary schools. That is why it is important to find out what motivates teachers to use or not to use VLE. This article aims to analyze the geography teachers‘ attitudes towards education by using a VLE. The survey revealed that most of teachers, which are working with the VLE, indicates that virtual learning environment is useful, unlike teachers, who do not use VLE. They guess that virtual learning environment is useful only partly. Many teachers began using VLE to improve their classification and to make their traditional way of teaching more interesting. Teachers indicate that the VLE is improving learning process and its results, because teaching becomes interactive and therefore more interesting, resulting in increased motivation for learning.
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Stepanenko, Alla. "INCLUSIVE FOREIGN LANGUAGE LEARNING AND ITS FEATURES IN A DISTANCE FORMAT." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 219–24. http://dx.doi.org/10.36550/2415-7988-2021-1-192-219-224.
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The article describes the features of teaching a foreign language to pupils with special educational needs in the context of distance education. The data of the survey of parents of children with special educational needs on the features of distance learning and learning a foreign language are highlighted. The need to form inclusive competence of future secondary school foreign language teachers as a component of their professional competence is emphasized. The criteria for an inclusive foreign language lesson are described. Achieving the goal of scientific research involves solving the following tasks: 1) to justify the need for the formation of inclusive competence of a foreign language teacher in high school; 2) to characterize aspects of readiness for distance learning; 3) to formulate the general principles of the organization of educational process in the context of inclusive teaching of a foreign language in high school in the conditions of distance learning. Well-structured foreign language lessons, which are based on the criteria of proper teaching and the principles of modern foreign language didactics, provide opportunities to respond to the individual needs of students in very different learning situations. Teachers must have the courage to move away from the «teaching pages» approach, in pure textbook teaching. To do this, they need further education and training and external conditions conducive to such training. Given the above principles of inclusive education, such a process allows for effective support and supported learning in the context of distance education of students with special educational needs.
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Auziņa, Ilze, and Zigmunds Buliņš. "Virtual Distance Lessons in Secondary School Teachers Continuous Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 339. http://dx.doi.org/10.17770/sie2012vol2.509.
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The paper provides an overview of organization principles of interactive distance teaching as well as its implementation for continuous education course for bilingual education teachers of 6 programme’s subjects. Distance teaching sessions were organized in 10 school’s computer classes. There are considered possible solutions for interactive distance learning classes. Lessons organization, based on the server’s remote session control is described. It is arranged participating teacher survey regarding usability of applied environment and made conclusions about appropriateness of developed approach.
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Ababio, Bethel T. "Motivation and Classroom Teaching in Geography." International Journal for Innovation Education and Research 1, no. 3 (November 30, 2013): 26–36. http://dx.doi.org/10.31686/ijier.vol1.iss3.112.
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Several factors influence the teaching and learning of geography in the classroom situation. Prominent among these factors is motivation. Motivation may be described as a state of arousal in which an individual wishes to achieve a specific goal and exerts effort to do so. In the classroom, efficient learning would be impossible if motivation was absent. But this appears to be the situation in many geography classes. There are classroom situations in which student motivation is at a minimum and in which learning is correspondingly slow. In such unmotivated classes, there are geography teachers who leave their students with half formed and hazy concepts; teachers who make no attempt to select teaching procedures that will be interesting to students; teachers who criticize students negatively rather than constructively; such classes are also characterized by strained personal relationships between students and their teachers. To address these worrying concerns in the geography classroom, this article is devoted to the discussion of principles, practices and specific suggestions aimed at enabling the geography teacher to make more effective use of motivation in classroom situations.
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Chalyi, Alexander, Oleksii Sysoiev, Kyrylo Chalyy, Inna Kryvenko, Albina Kryshtopa, and Boris Koval. "SYNERGETIC PRINCIPLES OF MODERNIZATION OF TEACHING NATURAL DISCIPLINES FORMS IN HIGHER MEDICAL EDUCATION." Modern Higher Education Review, no. 5 (2020): 31–38. http://dx.doi.org/10.28925/2518-7635.2020.5.3.
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The educational system is a synergetic system; it is an open, nonlinear, dynamic and complex system. The importance of synergetics for education and science is associated with the possibility of creating a transdisciplinary dialogue, more effective study of interdisciplinary links, using this interdisciplinary direction for a deep understanding of the unity of laws of nature and society, and thus personal development as the ultimate goal of all educational activities. Reforming and modernizing of higher education in Ukraine, increasing the importance of independent work of students in the total amount of classroom and extracurricular training have led to priority interest in the introduction of e-learning content and other components of distance and telematics education, focused on ensuring compliance of national educational standards with international requirements and full participation of Ukraine in the development of European and world educational area. This article outlines the introduction stages of the latest technologies for teaching medical and biological physics with adequate reflection of the specifics of the pedagogical process in higher medical education in Ukraine. The rational combination of the latest technologies and classical methods of teaching natural sciences promotes mutual synergistic strengthening of the effects of their application and minimizes cognitive dissonance and disproportion of information needs and proposals in higher medical education of Ukraine. The article also tackles the issue of distance learning courses and programs by the world’s leading higher education institutions that have resulted in a significant increase in the number of Ukrainian higher education institutions that actively develop and use e-learning Internet resources and other forms of distance learning.
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Carneiro, Rosalvo Nobre. "Contemporary challenges of teaching education." Terrae Didatica 15 (September 17, 2019): e019035. http://dx.doi.org/10.20396/td.v15i0.8655111.
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In the public space of the theoretical renewed discourses, the geographic knowledge expands itself from the university world for the school world, with criticism as a key word of the teacher education. Thus, the objective of this paper is to discuss the challenges of teacher education, particularly the one of the teacher of Geography, based on the concepts of communicative competence and universal ethical principles, from the theory of communicative action of Jürgen Habermas. It started from our experience as a professor in Geography College, when questioning the reason for the low participation of undergraduates in establishing a dialogue or an argumentative discourse in the classroom. From the literature review, we identified the current predominant themes in geographic education on the education of teachers in Geography. It was observed the domain of the themes: researcher teacher and citizenship. An understanding of professional and human formal education is defended, associated to the action, around universal ethical principles of geographic base.
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AKBABA, Bülent, Selahattin KAYMAKCI, Togay Seçkin BİRBUDAK, and Bahadır KILCAN. "University Students’ Perceptions about Teaching Ataturk’s Principles and Turkish Revolution History with Distance Education." Kuramsal Eğitimbilim 9, no. 2 (June 9, 2016): 285–309. http://dx.doi.org/10.5578/keg.8238.
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Vasilizhenko, M. V. "DISTANCE EDUCATION TECHNOLOGY OF TEACHING ENGLISH AT HIGHER SCHOOL: WORK EXPERIENCES." Современная высшая школа инновационный аспект, no. 1 (2021): 93–104. http://dx.doi.org/10.7442/2071-9620-2021-13-1-93-104.
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Experience of implementing distance education technology at the International Institute of Design and Service during the corona virus infection is discussed. Distance education is a basis of the contemporary educational process that poses new tasks for the institution of higher education linked to the realization of open education, using pedagogical technologies to widen the access to any types of information, promote the dissemination of knowledge and automate control and management of the teaching/learning process. The potential of Internet, electronic and information platforms in foreign language teaching is vast, yet their possibilities have not been fully used till now. It is noted that the specifics of «English» teaching distantly requires renovation of the education process principles, selection of optimal teaching methods and development of qualitatively new methodological materials. Questionnaire results reflecting the main difficulties and problems of teachers doing this technology are presented.
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Keller, C. Peter, Trevor J. Davis, and Rosaline R. Canessa. "A hypertext tutor for teaching principles and techniques of GIS." Journal of Geography in Higher Education 20, no. 2 (July 1996): 193–207. http://dx.doi.org/10.1080/03098269608709366.
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Msweli, Pumela. "Mapping the interplay between open distance learning and internationalisation principles." International Review of Research in Open and Distributed Learning 13, no. 3 (April 27, 2012): 97. http://dx.doi.org/10.19173/irrodl.v13i3.1182.
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<p><span>Open distance learning is viewed as a system of learning that blends student support, curriculum and instruction design, flexibility of learning provision, removal of barriers to access, credit of prior learning, and other academic activities such as programme delivery and assessment for the purpose of meeting the diverse needs of students. Internationalisation, on the other hand, is viewed as a process that blends intercultural international dimensions into different academic activities, such as teaching, learning, and research, into the purpose and functions of higher education. The common feature in the narratives that define open distance learning and internationalisation is the blending of university services to achieve specific outcomes. This blending feature has instigated an inquiry into identifying the interplay between the two concepts in as far as how the concepts are defined and what their goals and rationale are in the context of higher education institutions. While there are a breadth and variety of interpretations of the two concepts, there are differences and common features. The purpose of such an analysis is to open a new window through which institutions of higher learning can be viewed.</span></p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />
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Pilegaard, Morten. "Netværksbaseret læring." HERMES - Journal of Language and Communication in Business 16, no. 30 (March 3, 2017): 101. http://dx.doi.org/10.7146/hjlcb.v16i30.25718.
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This paper discusses pedagogical and technological aspects of networked learning and the interplay between pedagogical principles, information technology and the educa-tional and organisational frameworks in the context of a distance-teaching course for Danish graduates seeking research-based further education and training in English for medical purposes. The empirical basis is an evaluation report of a second generation distance-teaching course where applied information technologies are geared to maxi-mum pedagogical efficiency by presenting on-line course materials in a flat visual de-sign and by facilitating dialogue between course participants working in teams.
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Sokol, Iryna, and Kyra Stadnychenko. "REMOTE TEACHING OF INFORMATICS: FEATURES, PROBLEMS, DIGITAL TOOLS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 191–202. http://dx.doi.org/10.28925/2414-0325.2021.1016.
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Today, in a pandemic crisis, there is a forced transition from the traditional system of education, designed for full-time «classroom», to a paradigm of learning, where face-to-face stages must be organically combined with remote, and their alternation must occur as required by conditions quarantine restrictions. The usual «quarantine vacations» of previous years have become impossible, when students were able to simply stay at home, and the lost time was further compensated by the intensification of education. Education now faces a situation where views on the basic organizational and methodological principles of learning, the format of the lesson, the use of digital tools, the involvement of students in online work, the use of new distance forms and methods of learning must change. During 2020, significant changes in the regulatory framework took place in education in Ukraine, in particular, the provisions on the distance form of full general secondary education and sanitary regulations for general secondary education institutions were approved, and electronic journals were introduced. However, the analysis of the definitions showed that different documents provide different definitions of the basic concepts of «distance education», «distance learning». Much attention is now being paid to teaching teachers the current way of teaching and the digital tools that can provide it. However, there are still many problems and issues regarding the effectiveness of distance learning, the choice of appropriate programs and services, the rational presentation of educational material. The article highlights a topical issue – providing remote teaching of certain school subjects, in particular the subject «Computer Science». Various methods and approaches to learning are given, digital learning tools tested by the authors of the article are proposed, which can be used as an alternative to local software during distance learning, relevant examples are given.
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Bashlueva, Mariya. "Methodological principles of working with cadets and students of the Ministry of Internal Affairs system in a language laboratory when teaching them a foreign language." Applied psychology and pedagogy 5, no. 4 (October 9, 2020): 194–203. http://dx.doi.org/10.12737/2500-0543-2020-194-203.
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This article deals with directions in the methodology of teaching foreign languages of cadets and students in educational organizations of the Ministry of Internal Affairs using the capabilities of the language laboratory. The large part of distance learning as well as the formation of a contingent of students of distance learning, mainly from the shortened form (on the basis of higher and secondary education), in whose study a known break is especially noticeable when teaching foreign languages, necessitates a special consideration of creating the most favorable conditions for teaching external students of foreign languages. The bottleneck in teaching languages to students of distance learning is the development of oral, reading and pronunciation skills, in other words, communication skills. The real way to solve this problem with a limited time of classroom language classes in an educational organization is to combine existing forms of educational work with the work of students in a language laboratory or in a computer class while preparing for the next classroom classes.
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Elias, Tanya. "Universal instructional design principles for Moodle." International Review of Research in Open and Distributed Learning 11, no. 2 (May 27, 2010): 110. http://dx.doi.org/10.19173/irrodl.v11i2.869.
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This paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and specifically tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (MoodleTM) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.
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Gravani, Maria N., and Yiasemina Karagiorgi. "Underpinning Principles of Adult Learning in Face to Face (f2f) Meetings Employed by Distance-Teaching Universities." Journal of Adult and Continuing Education 20, no. 1 (April 2014): 53–67. http://dx.doi.org/10.7227/jace.20.1.4.
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Schug, Mark C. "Teaching Economic Reasoning to Children." Citizenship, Social and Economics Education 1, no. 1 (March 1996): 79–88. http://dx.doi.org/10.2304/csee.1996.1.1.79.
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The author discusses the differing perspectives which the social sciences offer to young people to analyse problems. Perspectives from history, political science and geography are briefly discussed. The author stresses that the child's perspective of the social world differs from the ones offered by social scientists. Following a summary of the economic thinking of children and adolescents, the author stresses that economics also presents students with an important perspective through the application of economic principles involving choice, costs, incentives, rules, trade, and future consequences. These economic principles are explained by reference to an example of why the buffalo population in the United States nearly became extinct and why it is now recovering. The author concludes with suggestions for how teachers can bring an economic perspective into the classroom. Readers are provided with three ‘economic mysteries' as examples of classroom activities.
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Zhetpisbayeva, B., D. Dyakov, and S. Shunkeyeva. "The aspects of studying CLIL-technologies in the context of distance teaching." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 130–35. http://dx.doi.org/10.31489/2020ped4/130-135.
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The given article proposes research vision of the problem of students CLIL distance teaching. Studying the history of the issue allows telling about the relevance of the presented problem, which has not become the ob-ject of special research yet. Differentiated views of the authors about the peculiarities of two technologies have become the basis for identifying aspects in studying their compatibility and mutual benefit. Using gen-eralization method, the authors highlight particular aspects of scientific study of two independent technolo-gies integrations and their resource provision. Based on the expert opinion, formed through sociological sur-veys, it is proposed to develop methodological principles of resource provision and mechanisms for the de-velopment of additional competencies for CLIL teachers working in remote regime. In this regard, the authors have identified the universal characteristics of educational and methodological products and professional competencies of subject teachers. In the context of this, the expected results are substantiated, which are aimed at the development of digital culture in the educational environment and the training of a competitive teacher who owns integrated teaching methods and distance technologies.
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Rostovtseva, Elena Viktorovna. "The features of distance teaching of the disciplines "Printing Technologies" and "Copy Editing" in the mode of lectures and practical classes." Uchenyy Sovet (Academic Council), no. 3 (February 15, 2021): 182–85. http://dx.doi.org/10.33920/nik-02-2103-03.
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The article deals with the problems of distance learning, the need for which arose as a result of the coronavirus epidemic, at the full-time department of the higher educational institution. The features of learning in remote mode the basic principles of layout design edition, principles of layout of various types of publications, the difference between printing formats, and the specificity of the proportions of text columns are demonstrated.
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Berezhnaya, G. S. "Improving the teaching of economic geography in geography departments of universities for sustainable development." E3S Web of Conferences 291 (2021): 05014. http://dx.doi.org/10.1051/e3sconf/202129105014.
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The paper considers the major aspects of improving the teaching of economic and geographical courses for students of the field 05.03.02 “Geography” in the interests of sustainable development. The study of the course “Economic and social Geography of Russia” is considered in detail as an example. Based on the analysis of documents regulating the learning process, scientific and pedagogical literature and generalization of the experience in teaching the course, current trends in selection of academic content, organization of educational process, system of evaluation of students’ achievements were revealed. Attention to the issues of sustainable development in the capture of all topics, an integrated approach to the study of industries and regions, the activation of students’ cognitive activity in all types of classes, the appropriate use of electronic, including distance teaching methods, ensuring evaluation transparency and accounting of students’ learning achievements meets the interests of sustainable society development.
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Dixon, Ed. "Building a Model for Online Distance Courses Through Social Media and Networks." International Journal of Virtual and Personal Learning Environments 3, no. 3 (July 2012): 81–94. http://dx.doi.org/10.4018/jvple.2012070105.
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This article describes the affordances of social media and networks for online Elementary German courses that have been taught at the University of Pennsylvania since 2010. These online courses were created to provide students the opportunity to take Elementary German as part of the language requirement for Penn credit during the summer months when students are away from campus. Like their face-to-face counterparts, the online courses are grounded on the principles of communicative language teaching and learning but clearly reveal the potential of these principles to maximize participation, promote learner autonomy and influence student outcomes when applied to collaborative online learning spaces. This paper explains the pedagogy behind the online courses, outlines their relationship to the face-to-face language classroom, and describes how student interactions are key to the learning process. It considers the importance of electronic and digital literacy (Warschauer, 2006) to the growth of new methodologies, materials development, assessment, articulation, intercultural competence, and student progress. This paper also compares the instructor’s experiences of teaching in the online environment with those of the face-to-face classroom and discusses how these distinct and separate learning spaces are in many ways related and can inform each other. Finally, the author considers new possibilities for language learning through emerging technologies.
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Makarova, Elena, and Jing Wang. "Promoting sustainable development and universities cooperation." E3S Web of Conferences 208 (2020): 09015. http://dx.doi.org/10.1051/e3sconf/202020809015.
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The article presents experiences in developing key sustainability competences in the context of universities’ collaboration projects. Examples of education for sustainable development principles’ implications in the process of teaching foreign languages are described. The analyses of cooperation of a Russian university with a regional university and an international university are given. The emphasis is made on possibilities of using modern digital technologies and online technologies for students’ communication at distance. Students’ perception of participating in cooperation projects is outlined. Ways of teaching staff collaboration are discussed and analysed. The results demonstrate the possibility of establishing mutually beneficial academic relationships allowing effective implementing principles of sustainable development in practice.
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Santos, Milena Meira Ramos dos. "Ensino de língua estrangeira: os métodos." Revista EntreLinguas 6, no. 2 (August 30, 2020): 249–65. http://dx.doi.org/10.29051/el.v6i2.13072.
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Language teaching methodologies have changed/improved over the years to meet the needs of teachers and students in the classroom. In this paper we aim to present the evolution of foreign language teaching through a description of language teaching methodologies over time. We describe the principles underlying some methodologies, the role of teacher and student, and how learning assessment is done. Authors such as Richards and Rodgers (1991), Almeida Filho (1999), Silva (2004), Pérez (2007), among others, were some of the academic experts on which we relied to conduct this study. We conclude that methods should work as a reference for the teacher, and should be adapted to each particular situation or context in which they live. Therefore, the teachers should use the methodologies that reflect their principles, reducing the distance between the theory developed by language experts and the teaching experience.
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Movkebaeva, Z. A., and D. S. Hamitova. "REQUIREMENTS FOR THE DEVELOPMENT OF EDUCATIONAL CONTENT FOR DISTANCE LEARNING STUDENTS WITH DISABILITIES." EurasianUnionScientists 7, no. 7(76) (August 20, 2020): 27–31. http://dx.doi.org/10.31618/esu.2413-9335.2020.7.76.949.
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This article discusses modern approaches to the organization of distance learning for students with disabilities in higher education. The positive aspects of this system are identified and some risks that cause a decrease in the effectiveness of teaching students with disabilities in higher education institutions are highlighted. the main components of the distance learning system. It describes the necessary conditions and pedagogical principles of distance learning for students with disabilities, the basic requirements for the selection of material for lectures and practical (seminar) classes with students with various developmental disabilities
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Muryukina, Elena, Marina Pevneva, and Tatiana Poliakova. "Distance learning: integration of media education into teaching of social-pedagogical disciplines." E3S Web of Conferences 210 (2020): 18102. http://dx.doi.org/10.1051/e3sconf/202021018102.
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New time challenges cause new contradictions that are peculiar for educational environment in Russia and they require instant solutions. We have identified the contradictions which defined our target to determine the techniques and methods of distance education for students of pedagogical specializations based on practice-oriented approach, implementation of media educational technologies into the preparation of university students aimed at the development of knowledge, competencies and skills in distance learning in different types of educational institutions. Media educational technologies are conditioned by general pedagogical and didactic principles and the choice of pedagogical methods directly depends on the content of educational discipline, conditions of its implementation and other factors. Media educational technologies used for the completion of social-pedagogical disciplines for university students consist of creative and game tasks. Using them it is essential to consider special features of various media and the target of the lesson. Practice is another relevant purpose in the process of distance learning. We believe that this problem will be dominating in the nearest future as practice in distance learning is focused on by higher education institutions. In this article some techniques and types of this practical training are presented being shaped by the format of distance learning. During various practices the students of pedagogical specializations will be able not only to prepare for their future work but also to assist subject teachers, social pedagogues in schools and to make considerable contributions in this work.
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Movkebayeva, Z. A., and D. S. Khamitova. "PEDAGOGICAL CONDITIONS FOR ORGANIZING DISTANCE LEARNING FOR STUDENTS WITH DISABILITIES." BULLETIN Series of Pedagogical Sciences 67, no. 3 (September 30, 2020): 71–76. http://dx.doi.org/10.51889/2020-3.1728-5496.09.
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This article discusses modern approaches to the organization of distance learning for students with disabilities in higher education. The positive aspects of this system are identified and some risks that cause a decrease in the effectiveness of teaching students with disabilities in higher education institutions are highlighted, the main components of the distance learning system. It describes the necessary conditions and pedagogical principles of distance learning for students with disabilities, the basic requirements for the ВЕСТНИК КазНПУ им. Абая, серия «Педагогические науки», №3(67), 2020 г. 68 selection of material for lectures and practical (seminar) classes with students with various developmental disabilities.
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Kanuka, Heather. "Guiding Principles for Facilitating Higher Levels of Web-Based Distance Teaching and Learning in Post-Secondary Settings." Distance Education 23, no. 2 (October 2002): 163–82. http://dx.doi.org/10.1080/0158791022000009187.
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Amosova, Evgeniya Andreevna, Boris Evgenievich Borodulin, Elizaveta Sergeevna Vdoushkina, Andrey Viktorovich Kalinkin, Tatyana Efimovna Akhmerova, and Ekaterina Pavlovna Eremenko. "Formation of principles of teaching phthisiology in an evolutionary aspect before the COVID-19 pandemic." Medsestra (Nurse), no. 1 (January 1, 2021): 38–45. http://dx.doi.org/10.33920/med-05-2101-05.
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The experience of the Department of Phthisiology and Pulmonology in the evolutionary aspect for 50 years is presented. The periods of the formation of teaching principles (1972-1988), the period of changes associated with restructuring in the country and changes in the health care system (1990-2010), the period after 2010 as a time of high achievements both in science and epidemiology of tuberculosis, as well as the period after 2015, after the adoption of the FSES and during the 2020 pandemic of the new coronavirus infection (COVID-19), are considered. Methods and technologies are analyzed, the department's own experience in the format of distance education is presented.
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Elyakim, Nitzan, Iris Reychav, Baruch Offir, and Roger McHaney. "Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices." Journal of Educational Computing Research 57, no. 1 (December 28, 2017): 131–69. http://dx.doi.org/10.1177/0735633117746169.
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The current study demonstrates how blended learning using location-based mobile-learning experiences can be improved when student preparation is enhanced with techniques informed by the theory of Mediated Learning Experience (MLE). Our experiment used a sample of 216 junior-high students within the context of school field trips. Tablet computers were custom configured to implement mobile learning with an application dispensing both contextual content and field navigation assignments. A control group prepped for the field trips used traditional information and discussion while an experimental group prepped based on the principles of MLE. Following the experience, students’ subjective perceptions of transactional distance were examined. The findings suggested that those prepared with MLE principles experienced lower transactional distances and, hence, a better outcome. Additionally, gender and thinking style differences were found, highlighting the need to further adapt flexible teaching approaches in mobile-learning environments. Overall, the findings carry significant implications for pedagogic and technological aspects of implementing mobile technologies in education.
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Morgado, Margarida. "CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography and Science for Primary School." e-TEALS 9, s1 (December 1, 2018): 132–52. http://dx.doi.org/10.2478/eteals-2018-0016.
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Abstract This article describes the didactic principles underlying the creation of a ready-made fifteen lesson plan package for primary CLIL (for Maths, Geography and Science) for pupils aged 5 to 12, developed through the collaboration of an international group of English and primary teachers, teacher educators, researchers and teaching materials developers across four European countries in the framework of the CLIL for Children (C4C) project (2015-2018) on educating teachers for CLIL teaching environments. These principles are presented in the framework of a brief state-of-the art discussion on the lack of ready-made teaching materials for CLIL, their importance for teacher development and quality teaching and learning in CLIL classrooms, and criteria they should conform to. The article proceeds by summarising the findings of two C4C surveys, one on best CLIL teaching practice through national reports of four European countries (Italy, Portugal, Poland and Romania) and the other on Open Educational Resources (OER) available for CLIL Maths, Science and Geography, as well as by drawing on C4C Guidelines. The article then demonstrates these principles in practice through a module of a three lesson plan sequence for CLIL Science on the topic “The World of Plants” by showing how language (vocabulary or content-specific terminology and language functions), specific communication skills, content and culture are integrated and developed through a child-centred, holistic (Brooks and Brooks), constructivist approach. Digital technologies are included as everyday learning processes for access to knowledge and playfulness in learning. Methodologies for active, experiential, discovery, problem solving and cooperative learning are foregrounded. The article further highlights how teacher cooperation and teacher identities (English and primary education teachers) as individuals with multilingual repertoires, expectations, and expertise are crucial for producing quality CLIL materials and resources.
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Polyanskaya, V. P., I. M. Zvyagolskaya, and T. V. Derevyanko. "PEDAGOGICAL AND ORGANIZATIONAL ASPECTS OF DISTANCE LEARNING IN MEDICINE." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 21, no. 1 (March 21, 2021): 137–41. http://dx.doi.org/10.31718/2077-1096.21.1.137.
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The constantly growing amount of new knowledge, development of science-based diagnostic methods, effective treatment technologies, emergence of the latest innovative technologies and means of communication require revolutionary changes in the system of medical education. One of the important trends in the development of modern education has been the widespread introduction of various distance learning technologies. The article considers the main tasks of distance learning in the medical field and scientific approaches to its implementation. Therefore, the purpose of this article is to analyze and highlight the principles of distance learning. For effective organization of distance learning it is necessary to follow the basic didactic principles and to apply information-receptive and research methods. To ensure effectiveness of distance learning, basic distance learning technologies such as case technologies, TV technologies, and web platforms can be recommended. The experience of implementing distance learning at the Department of Microbiology, Virology and Immunology of the Ukrainian Medical Dental Academy has shown that in the conditions of quarantine restrictions, the introduction of mixed computer and Internet technologies is optimal. ZOOM and Google Classroom platforms have been found out to be the most adapted and easy to use for practical classes. However, the problem of acquiring practical skills by medical students is still remaining unsolved, and in particularly: work with a microscope, preparation of drugs, cultivation of microorganisms, production and accounting of antibioticograms, serological reactions, etc. Thus, the pedagogical and organizational principles of medical education contribute to the introduction of new information technologies into the educational context, but now can be considered only as part of the conventional teaching.
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ÜSTÜN DUMAN, Gül Banu, and Yalçın YURDAKUL. "EDUCATORS’ ATTITUDE AND PERSPECTIVES TOWARDS THEIR USAGE OF MATERIALS AND THE TECHNOLOGICAL INFRASTRUCTURE IN DISTANCE EDUCATION OF TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 419–38. http://dx.doi.org/10.46291/zfwt/130121.
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Distance education, rapidly developing with the developments in global communication advances, has become widespread due to Covid-19 pandemic. Teaching Turkish as a Foreign Language synchronously via distance education has been conducted across a wide geography both in and outside Turkey. With the sudden appearance of the pandemic, educators have had to switch into distance education without having sufficient preparations. A successful distance education period is solely possible with the sufficient technological, curricular, and pedagogical preparedness. In this study, educators’ attitude and perspectives towards their usage of materials and the technological infrastructure in distance education of Teaching Turkish as a Foreign Language are being under examination. A questionnaire with open and closed ended questions is applied and the results are evaluated in the study. The problems regarding the usages of the materials and infrastructure are being identified and the solutions are offered to improve the period of distance education. Keywords: teaching Turkish to foreigners, distance education, material use, technological infrastructure
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Morrison-Saunders, Angus, Jenny Pope, and Megan Jones. "Establishing international best practice principles for impact assessment teaching and training." Impact Assessment and Project Appraisal 38, no. 4 (May 12, 2020): 336–53. http://dx.doi.org/10.1080/14615517.2020.1762390.
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Гасанова, O. E. "ORGANIZING TEACHING OF RUSSIAN AS A FOREIGN LANGUAGE TO WEAK STUDENTS IN LARGE GROUPS." Russkii iazyk za rubezhom, no. 3(286) (June 30, 2021): 49–53. http://dx.doi.org/10.37632/pi.2021.286.3.007.
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В статье рассматриваются трудности, возникающие при преподавании РКИ у слабоуспевающих студентов в укрупненных группах. Изложены принципы психологически комфортного для студентов обучения и обеспечения основных и дополнительных уроков, описаны специальные формы выполнения домашних работ в рамках интегрированного подхода, представлена организация мотивирующих внеклассных мероприятий для повышения интереса к русскому языку и культуре. Затрагивается вопрос перехода образовательной системы на дистанционное обучение в условиях коронавирусной пандемии COVID-19. The article considers discusses difficulties occurring in teaching Russian as a foreign language to weak students in large groups. The study also presents the principles occurring in teaching a psychologically- comfortable learning environment as well as principles of teaching and organization of extra-curricular activities. Some special forms of doing homework in integrated approach will then be described. The article also considers organization of motivating extra-curricular activities aimed at raising interest to Russian language and culture. The transition of the educational system to distance learning under the conditions of COVID-19 pandemic is discussed separately.
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Akhilele, Seth. "Power and Decision Making in the Early Church." Scholar Chatter 1, no. 2 (December 14, 2020): 9–20. http://dx.doi.org/10.47036/sc.1.2.9-20.2020.
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Abstract In this article, there is the intersection of biblical principles into the teaching and learning of organizational behavior. It examined the crisis in the early Church, as told in the Luke account of Acts of the Apostles Chapter six, and how the leaders decided to resolve the conflict. The exegetical analysis method revealed the lessons learned from the apostolic leaders’ decision-making strategy and the power play in their leadership style. The results included the need for decision making for conflict resolution, decision and empowerment, power distance advantage, and power-sharing advantage in the early Church. The decision-making style for resolving the conflict in the Church was then recommended for contemporary church leaders, in teaching organizational leadership behavior in Christian schools, and in practice in other organizations. The study results suggest that the Bible is a rich source of data for teaching organizational behavior. Keywords: Low-power distance, conflict resolution, decision making, church, power-sharing.
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Pokhrel, Kabi Prasad. "Geography Education and Research in Nepal: Challenges, Status and Options." Third Pole: Journal of Geography Education 13 (November 13, 2014): 39–45. http://dx.doi.org/10.3126/ttp.v13i0.11545.
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This paper discusses the development trends of Nepalese Geography and presents the status of geography teaching and research activities at university level. Facts and figures, used for discussion were assembled from the review of available geographic literature. Findings of the paper clearly indicate that there is an urgent need to redefine its directive principles in its research goals, teaching styles and social relevance. The author opines that Nepalese Geographers have to disseminate and recreate the existing knowledge of geographical science and adopt micro approach for the application of our integrated knowledge to the promotion of human welfare.DOI: http://dx.doi.org/10.3126/ttp.v13i0.11545The Third PoleVol. 13, 2013page : 39-45
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RAPER, JONATHAN, and NICK GREEN. "Teaching the principles of GIS: lessons from the GISTutor project." International journal of geographical information systems 6, no. 4 (July 1992): 279–90. http://dx.doi.org/10.1080/02693799208901912.
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Alcocer Alkureishi, Maria, Gena Lenti, Zi-Yi Choo, Jason Castaneda, George Weyer, Julie Oyler, and Wei Wei Lee. "Teaching Telemedicine: The Next Frontier for Medical Educators." JMIR Medical Education 7, no. 2 (April 29, 2021): e29099. http://dx.doi.org/10.2196/29099.
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The COVID-19 pandemic has pushed telemedicine to the forefront of health care delivery, and for many clinicians, virtual visits are the new normal. Although telemedicine has allowed clinicians to safely care for patients from a distance during the current pandemic, its rapid adoption has outpaced clinician training and development of best practices. Additionally, telemedicine has pulled trainees into a new virtual education environment that finds them oftentimes physically separated from their preceptors. Medical educators are challenged with figuring out how to integrate learners into virtual workflows while teaching and providing patient-centered virtual care. In this viewpoint, we review principles of patient-centered care in the in-person setting, explore the concept of patient-centered virtual care, and advocate for the development and implementation of patient-centered telemedicine competencies. We also recommend strategies for teaching patient-centered virtual care, integrating trainees into virtual workflows, and developing telemedicine curricula for graduate medical education trainees by using our TELEMEDS framework as a model.
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Martyushova, Y. G. "Motivation of Use of e-Learning Tools in Pedagogical Professional Activity and Didactic Principles of their Design." Experimental Psychology (Russia) 13, no. 3 (2020): 46–54. http://dx.doi.org/10.17759/exppsy.2020130304.
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The article discusses the issues of motivation of teachers to use electronic means of education in the educational process of higher school. The results of the experimental work with the teaching staff showed that the main motives of teachers working with electronic means of education are: the possibility to track students their work results in the semester, the possibility of continuous monitoring by the teacher of the student ‘s work, the presence of a function of teaching students with disabilities, attractiveness for students to work with electronic textbook. Based on the experience of using the system of distance CLASS.NET, in teaching physical and mathematical disciplines in MAI and studying the opinion of teachers by means of questionnaires, the most demanded functions of electronic textbook by teachers have been identified. In order for these functions to be developed, e-learning tools must be guided by certain didactic principles of their design, which are formulated in the article.
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Hu, Yu Jen, Ya Ting Tsai, Ming Chi Tsai, Ching Ho Yen, and Jyh Bin Ke. "The Study of Carrier of Aerial Afforestation Design." Applied Mechanics and Materials 157-158 (February 2012): 1097–103. http://dx.doi.org/10.4028/www.scientific.net/amm.157-158.1097.
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In this study, we use the single-winged seeds flying model to study the relevant parameters. Afforestation used as sowing carrier stay in the air spill design to improve sowing distance. This study is further implemented the method currently carried out by Forestry Bureau for afforestation and soil conservation. This study is funded by the relevant principles of fluid dynamics to explore: physical analysis of the five seeds. Reads as follows: (1) structure and trajectory, (2) advance ratio, (3) lift thrust vs. pitch angle, (4) loading vs. terminal velocity, (5) cut-off angle area.. Finally, this study design some carrier models for testing. Spill sowing the spacing and the drift distance experiment analysis results. With experimental data, (shown in Table 2). This research used easy materials that you can make a lot. Fluid mechanical principles could be excellent learning materials for children to explore the use of teaching aids.
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Zhang, Bing. "Study of Relationship of Release Parameters and Practical Influential Factors in Mechanics Models of the Distance of Shot Putting." Applied Mechanics and Materials 192 (July 2012): 89–93. http://dx.doi.org/10.4028/www.scientific.net/amm.192.89.
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It is a controversial topic that the reference relationship between ideal distance of the shot putting and practical training. This paper analyzes the optimal release angle and its practical limitation of ideal model, by principles of mechanics, building mathematical model by deduce of mathematics and physics and according to the practical features of Kinesiology. The results demonstrate, the optimal release angle can only act as the quantitative index for teaching and training, not the optimal results of training and competition. During the teaching and training, according to the reality, relating to self-feature of athletes, use the reasonable parameters, so as to benefit for technology and training in order to improve the grades of athletes.