Journal articles: 'Distance education Educational technology'

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Carlisle, Robert Milton, Danica G. Hays, Shana L. Pribesh, and Chris T. Wood. "Educational Technology and Distance Supervision in Counselor Education." Counselor Education and Supervision 56, no. 1 (March 2017): 33–49. http://dx.doi.org/10.1002/ceas.12058.

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Kim, Hyeonjin. "Distance education and the task of educational technology." Journal of Educational Technology 36, no. 3 (October 30, 2020): 619–43. http://dx.doi.org/10.17232/kset.36.3.619.

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Wagner, Ellen D. "Educational technology: Looking at distance education through an educational technologist's eyes." American Journal of Distance Education 4, no. 1 (January 1990): 53–68. http://dx.doi.org/10.1080/08923649009526691.

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БЛИЗНЮК, Микола, Любов ХОМЕНКО, and Олександр МАМОН. "ОСНОВИ ДИСТАНЦІЙНОГО НАВЧАННЯ МАЙБУТНІХ ВЧИТЕЛІВ ОСВІТНЬОЇ ГАЛУЗІ «ТЕХНОЛОГІЯ» НА ПЛАТФОРМІ СLASSROOM G SUITE FOR ЕDUCATION." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (April 29, 2021): 221–31. http://dx.doi.org/10.31494/2412-9208-2021-1-1-221-231.

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Стрімкий розвиток інформаційних технологій та глобалізаційних процесів зумовлює зміну сучасної освітньої парадигми. Провідні заклади вищої освіти впроваджують інноваційні технології, а викладачі та студенти в процесі навчальної взаємодії все частіше створюють новітні освітні середовища. З-поміж інноваційних освітніх трендів помітно вирізняється дистанційне та змішане навчання, охарактеризоване інтеграцією кращих практик традиційної та електронної освітньої взаємодії на рівні окремої освітньої програми курсу або дисципліни. У статті акцентовано увагу на корисності, зручності G Suite for Education (це Google Classroom, Google Meet та набір інших інструментів) – безкоштовного пакета хмарного програмного забезпечення й цифрових інструментів від компанії Google для організації дистанційного навчання, для забезпечення якого в умовах карантину та створення єдиного інформаційного середовища навчального закладу, педагогічні працівники та адміністрація Полтавського національного педагогічного університету імені В.Г. Короленка перейшли саме на використання пакета даних хмарних сервісів. Хмарно орієнтовна платформа Google Classroom G Suite for Education робить навчання більш продуктивним: дозволяючи зручно публікувати й оформляти завдання, організувавати спільну роботу й ефективну взаємодію всіх учасників освітнього пpoцecy. Створювати курси, роздавати завдання i коментувати роботи студентів – все це можна робити в одному cepвici. Google Classroom є зручною платформою для навчання, за допомогою якої сиcтeмy освіти можна зробити максимально гнучкою, інтерактивною i персоналізованою. При цьому кожен студент може підібрати темп сприйняття матеріалу, обробки та засвоєння інформації, що, у свою чергу, сприяє підвищенню зацікавленості, а отже, і збільшенню мотивації до навчання, кращому засвоєнню матеріалу та спонукає до саморозвитку і самоосвіти. Ключові слова: дистанційне навчання, електронна платформа, цифрові інстументи, Google Classroom, G Suite for Education.

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B�rje, Holmberg. "The role of technology in distance education." Instructional Science 14, no. 1 (August 1985): 87–93. http://dx.doi.org/10.1007/bf00052439.

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Sharonova, Svetlana, and Elena Avdeeva. "Comparison of distance education and smart education." Revista Tempos e Espaços em Educação 13, no. 32 (November 6, 2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.14689.

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In the context of the pandemic caused by the spread of COVID-19, the problems of organizing the educational process based on digital technologies came to the fore, and therefore close attention was paid to distance education. At the same time, to optimize the educational process, questions arise about the use of smart technologies. In this regard, there is often a replacement of concepts such as distance education and smart education. Smart education is often viewed as a form of distance education based on communication and information technology. The article compares two educational systems: distance education and smart education. As a result of the analysis, the main positions were identified that showed the integrity of each of the educational systems under consideration.

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YILDIRIM, Kevser. "İstisnai Bir Uzaktan Eğitim-Öğretim Deneyiminin Öğrettikleri." ALANYAZIN EĞİTİM BİLİMLERİ ELEŞTİREL İNCELEME DERGİSİ - CRITICAL REVIEWS IN EDUCATIONAL SCIENCES 1, no. 1 (July 1, 2020): 7–16. http://dx.doi.org/10.22596/cresjournal.0101.7.16.

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In this article, firstly, the differences of Covid-19 emergency remote teaching period with distance education and online learning are emphasized. Then, the importance of evaluating this period and possible future directions in education (using technology more effectively in face-to-face education, making blended education a regular part of the lessons and being ready for distance education in an emergency) are emphasized. In the last section, some prominent issues in this period such as technology integration, teacher presence, social presence, autonomy, flipped learning, blended learning, course hours, professional development, online learning communities, screen time, digital literacy, netiquette, digital divide, equality in education, universal design, culture of criticism and debate, educational theory-philosophy, have been examined and suggestions are made regarding these issues.

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Benjamin, Richardean. "Technology in Nursing Education." International Journal of Human Caring 12, no. 2 (March 2008): 57–64. http://dx.doi.org/10.20467/1091-5710.12.2.57.

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Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.

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Firat, Mehmet. "How Open and Distance Education Students use Technology? A Large Scale Study." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 164–71. http://dx.doi.org/10.18844/gjhss.v3i3.1549.

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Liao, Yuan Yuan. "The Application of Web Mining in Distance Education Platform." Applied Mechanics and Materials 347-350 (August 2013): 2814–17. http://dx.doi.org/10.4028/www.scientific.net/amm.347-350.2814.

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Although the rapid development of the modern distance education, there is still some shortcomings. In order to overcome these shortcomings and use a large number of data in these remote teaching sites effectively, it is necessary for the introduction of data mining technology to the modern remote education system. The paper introduced distance education system based on Web mining, and how data mining of these distance education website.Modern distance education is the common trend of the development of education in the world. With the development and application of satellite and cable TV, as well as a variety of electronic communications technology, especially with the advancement of the global computer network and multimedia technology, many universities have established distance education platforms. Because of a large number of students, we are relative lack of educational resources nowadays. For this reason, our country is actively developing modern distance education and integrating the various types of educational resources by advanced information technology and educational technology.

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Anderson, Terry, and Pablo Rivera-Vargas. "A Critical look at Educational Technology from a Distance Education Perspective." Digital Education Review, no. 37 (June 30, 2020): 208–29. http://dx.doi.org/10.1344/der.2020.37.208-229.

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Mimorov, Ilya, Irina Livshits, and Vladimir Vasiliev. "Educational Opportunities via Distance Learning System." Applied Mechanics and Materials 565 (June 2014): 183–86. http://dx.doi.org/10.4028/www.scientific.net/amm.565.183.

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Distance teaching is an important part of the education process and it is necessary to implement such systems to achieve success at building the new teaching process with modern technology and software. Professors of National Research University of Information Technologies, Mechanics and Optics obtain big experience in specially teaching optical design and other areas of science. Because of growing international links between different universities the distance education becomes an important part of all educational process. Introduction of a system of distance teaching is one of the important projects that will give an opportunity to get students and teachers all around the world. The current publication is devoted to analyze steps to integrate distance teaching system at educational process.

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Kim, Jeong-Wook, Kyung Hoon Yang, Kichan Nam, and Sung Tae Kim. "Finding Determinants Affecting Distance Education Effectiveness in Terms of Learner Satisfaction and Application Achievement." International Journal of Web-Based Learning and Teaching Technologies 5, no. 2 (April 2010): 18–36. http://dx.doi.org/10.4018/jwltt.2010040102.

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Distance education has become an important method of extending education to populations that otherwise might be educationally neglected. Distance education in the private sector provides learners with more educational opportunities and widens the range of innovative services with a one-stop educational solution. With distance education, learners can undertake customized education on a more ubiquitous scale. Additionally, information technology allows both trainers and learners to work independently, free from the constraints of location. This study selected the determinants of educational effectiveness from previous literature regarding traditional educational environments, and empirically tested the authors’ hypotheses to examine factors that affected educational effectiveness in terms of learner satisfaction and application performance using a structural equation model. Results show that factors in traditional education are still significant in terms of application performance while certain factors in distance education affect learner satisfaction. The authors expect that this research can serve as a guideline for distance education in the private sector.

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Zuyeva, Irina V. "Distance learning technology in English at technical university and education upgrading." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 3 (November 30, 2020): 208–12. http://dx.doi.org/10.34216/2073-1426-2020-26-3-208-212.

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The concept of an educational service has been repeatedly discussed by scientists and university stuff. It is obvious that the coronavirus pandemic, which has spread over the whole world, became an impulse for the information educational technologies development. It turned out that even those educational institutions that had actively used modern technologies in the educational process before the changes occurred faced certain difficulties. Distance learning at technical university is carried out by various information resources – text documents, multimedia, audio and video conferences. It is possible to use new forms of pedagogic activity – classes and workshops online, excursions online, chat correspondence, collaborative online projects. According to the modern classification, there are three types of distance learning technologies – case technology, network technology, video technology. The paper attempts to summarise the main English distance learning technologies used at technical university and based on training platforms Teams Microsoft and Zoom.

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Yager, Robert E., John Dunkhase, John Tillotson, and Lynn W. Glass. "Science-technology reform via distance education technology." TechTrends 40, no. 5 (October 1995): 19–22. http://dx.doi.org/10.1007/bf02818828.

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Korzh-Usenko, Larysa, Oksana Kuznetsova, Viktoriia Pryma, Yulia Сheryshchuk, Olena Riabinina, and Olena Cherniakova. "Distance learning as an educational technology: development prospects and challenges of today." LAPLAGE EM REVISTA 7, no. 3B (September 24, 2021): 518–26. http://dx.doi.org/10.24115/s2446-6220202173b1584p.518-526.

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The objective of the research was to discuss distance education as a current and necessary object for contemporary education. The following research methods were used in the article: literature study, analysis, synthesis, methods of theoretical generalization. According to the solution research hypothesis, the following main tasks were: to define the concept of "distance learning"; to reveal the advantages and disadvantages of distance learning in education. It is concluded that: although there are disagreements about distance education as a tool in presential school; its use is a path of no return. Teachers and technicians must be equipped to update and use them in a common way in their daily lives.

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Sherman, Whitney H., and Danna M. Beaty. "The use of distance technology in educational leadership preparation programs." Journal of Educational Administration 45, no. 5 (August 21, 2007): 605–20. http://dx.doi.org/10.1108/09578230710778222.

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Wu, Qing. "The Ontology Based Model of Distance Education Ecosystem." Advanced Materials Research 627 (December 2012): 912–15. http://dx.doi.org/10.4028/www.scientific.net/amr.627.912.

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The problems of too much emphasis on technology lack of people-centered educational philosophy, and the construction of the distance education system lack of system concept and the overall view. In this paper, the modern distance education ecosystem models based on ontology in developed. This paper analyses the learner model specification established by the Committee of Chinese education information technology standards, the ontology-based distance education ecological subject is constructed. After analyzing cognitive psychologists Anderson's Taxonomy of Educational Objectives, ecological environment ontology is promoted. On this basis, the modern distance education ecosystem model is designed. We focus on the use of distance education ecological ontology in modern distance education ecosystem. This paper provides theoretical support for the building of modern distance education ecosystem, and the technical guidance for the design of distance education ecosystem.

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Isaias, Pedro, Francisco Reis, Clara Coutinho, and Jose Alberto Lencastre. "Empathic technologies for distance/mobile learning." Interactive Technology and Smart Education 14, no. 2 (June 19, 2017): 159–80. http://dx.doi.org/10.1108/itse-02-2017-0014.

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Purpose This paper examines the acceptance, of a group of 79 students, of an educational forum, used for mobile and distance learning, that has been modified to include empathic characteristics and affective principles. Design/methodology/approach With this study is proposed that the introduction of empathic and affective principles in educational forums is a useful and effective way to increase students’ participation and motivation in educational contexts. After an analysis of existing literature and research on the subject of empathic technology, the unified theory of acceptance and use of technology (UTAUT) was used as a framework for the research model. The analysis of their acceptance is done via an extended version of the UTAUT that focuses on the use of the variable attitude toward technology and uses gender, age and experience as moderators. A partial least square technique has been used to test the nine hypotheses. Findings The results confirmed three of the nine hypotheses: performance expectancy and effort expectancy had a positive influence on the students attitudes towards empathic forums, while the effect of social influence and facilitating conditions was considered insignificant; social influence had a positive influence on the students’ behavioral intention to use emphatic forums, while attitude toward technology, performance expectancy, facilitating conditions and effort expectancy were considered not relevant. Originality/value The focus of this study was the influence of attitude toward empathic forums, used for mobile and distance learning, and the results establish the grounds for future research on attitude as an important determinant of technology acceptance.

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Araszkiewicz, Aleksandra. "Youth’ Educational Problems During Distance Learning." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 27–41. http://dx.doi.org/10.17951/en.2021.6.27-41.

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The article is based on the distance learning experience in the second half of the 2019/2020 school year. The author focuses on the students’ perspective and points out that the youth’ educational dilemmas compared to traditional education have not so much changed, but have become acute. In order to understand different student attitudes during distance learning, it is necessary to understand their reasons, therefore, the author analyzes the learning conditions, students’ time management skills and the impact of technology on the health and social development of their students.

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Hebert, Kirsten. "A Century of Continuing Education." Hindsight: Journal of Optometry History 50, no. 4 (October 16, 2019): 103–9. http://dx.doi.org/10.14434/hindsight.v50i4.28037.

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2019 marks the 100th anniversary of the American Optometric Association’s first Department of Education and the launch of its first distance learning program. This article traces the evolution of the AOA’s distance continuing education strategy over the last century, highlighting three generations of educational technology and modes of delivery the association has employed: textual materials by mail, audiovisual media through library loan, and interactive digital modules over the world wide web. The author also explores the relationship between the warfare and the development of educational technology and pedagogy at each stage of development and introduces the reader to the AOA’s newest iteration of its distance learning web portal,EyeLearn.™

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Qiu, Yu Hua, Lun Li, and Jie Sun. "Study on the Mode of Physical Distance Education Based on Network Environment." Applied Mechanics and Materials 644-650 (September 2014): 5481–84. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5481.

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Distance education is the perfect combination of information technology and educational technology, which provides a brand new educational mode for learning society. The prompt implementation of distance physical education is the only road to achieve the life-long education of sports. According to the characteristics of sports discipline, this paper proposes the mode of distance education based on network environment and discusses the strategies of network physical education.

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Stošić, Lazar. "THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 111–14. http://dx.doi.org/10.23947/2334-8496-2015-3-1-111-114.

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Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

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KYSIL, T., and M. NECHUYVITER. "INFORMATION TECHNOLOGY FOR COMPARING DISTANCE LEARNING SERVICES." Computer Systems and Information Technologies 2, no. 2 (November 3, 2020): 59–63. http://dx.doi.org/10.31891/csit-2020-2-9.

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We will remember 2020 with the coronavirus pandemic. This terrible disease has caused a long-term quarantine and therefore the whole planet, including Ukraine, has switched to distance learning. In the age of the Internet, there are many different services for distance learning, so all schools, universities, and other educational institutions have begun to use a variety of services. But after long use, it became clear that all services have their drawbacks and do not cover all the needs of teachers or students. The distance form of education opens access to education for a wide range of people who for some reason cannot study traditionally. However, in distance learning, there is a problem of lack of communication with teachers and classmates, which is the most important information channel in the learning process. Not all distance learning services are the same. An important issue for both teachers and students is the choice of a distance learning service. The article provides a brief overview of the functional features of the most popular educational tools that use the power of social media to help students in the learning process, and teachers to interact with each other, and students who are able to minimize the lack of direct communication with their social group. The article proposes an approach to the assessment of the integrated indicator, which would take into account the needs of both parties to the educational process. According to the proposed method, a comparison of the most used services that support distance learning.

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Daniel, John S. "Technology and Humanity in Distance Education." Educational Media International 22, no. 1 (January 1985): 5–7. http://dx.doi.org/10.1080/09523988508549201.

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Ouyang, John Ronghua, and Nile Stanley. "Theories and Research in Educational Technology and Distance Learning Instruction through Blackboard." Universal Journal of Educational Research 2, no. 2 (February 2014): 161–72. http://dx.doi.org/10.13189/ujer.2014.020208.

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Moskal, Patrick, Barbara Martin, and Neill Foshee. "Educational technology and distance education in central Florida: An assessment of capabilities." American Journal of Distance Education 11, no. 1 (January 1997): 6–22. http://dx.doi.org/10.1080/08923649709526948.

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Featherstone, Allen M., and Lynnette M. Brummett. "Using Distance Education in Graduate Programs." Journal of Agricultural and Applied Economics 39, no. 2 (August 2007): 285–99. http://dx.doi.org/10.1017/s1074070800022999.

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There has been much hype around online education creating a revolution in education. Studies analyzing the use of distance education at the graduate level have been limited. This article uses Kansas State University's Master of Agribusiness program as a case study. Educational theory related to a distance environment is studied. Development and technology issues related to the Master of Agribusiness program are presented followed by survey information from students. Appropriate administrative and management practices that govern a program are essential to the success of the program.

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Freire, Laís Machado, Mariane Andreza de Paula, Elysangela Dittz Duarte, and Mariana Bueno. "Distance education in neonatal nursing scenarios: a systematic review." Revista da Escola de Enfermagem da USP 49, no. 3 (June 2015): 508–14. http://dx.doi.org/10.1590/s0080-623420150000300021.

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OBJECTIVE Identify resources that support learning mediated by technology in the field of neonatal nursing. METHOD Systematic review with searches conducted in MEDLINE, LILACS and SciELO. Titles and abstracts were independently evaluated by two experts. RESULTS Of the 2,051 references, 203 full-text articles were analyzed, resulting in the inclusion of nine studies on semiotics and semiology, cardiopulmonary resuscitation, general aspects of neonatal care, diagnostic reasoning and assessment of pain. Only two articles addressed the development of educational strategies and seven papers described the assessment of these strategies by experts and/or users. CONCLUSION Distance education is an important resource for education, and its improvement and updating, and it particularly adds advantages for neonatal nursing by approximating teaching and real-life situations and by minimizing the exposure of newborns for teaching purposes. The lack of educational initiatives mediated by technology suggests the need for the development, evaluation and dissemination of educational resources focused on nursing care of newborns and their families.

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Liakou, Maria, and Evaggelia Manousou. "Distance Education For People With Visual Impairments." European Journal of Open, Distance and E-Learning 18, no. 1 (July 1, 2015): 72–84. http://dx.doi.org/10.1515/eurodl-2015-0005.

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Abstract This paper studies the standards of higher Distance Education, focusing on the Hellenic Open University, for people who have visual impairments, so that it becomes fully accessible and thus helps reduce social exclusion. Specifically, it aims to study the operational context of Distance Education, the possibilities that modern technology provides the educational needs of the visually impaired and the factors that prevent their full social integration.

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Wozniak, Gary. "The Use of Technology in Field Education for Christian Education Programs." Christian Education Journal: Research on Educational Ministry 6, no. 1 (May 2009): 64–70. http://dx.doi.org/10.1177/073989130900600107.

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Field education has been utilized with classroom instruction for many years in Christian education programs. The oversight of these students by Christian education faculty has been limited by time and distance. The use of technology has some clear advantages of improving the oversight of these interns by alleviating some of the problems of time and distance and as a result improving the field education outcomes of the field-based educational process. This article will examine the value of using technology in field-based education, problems and concerns of using technology in field-based education, specific learning methods that can be used in field-based education, and several recommendations that will help implement technology into field-based Christian education programs.

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Tang, Qian Jun, and Yan Zhang. "A Remote Educational Video Dynamic Image Sharp Processing Algorithm." Advanced Materials Research 760-762 (September 2013): 1562–66. http://dx.doi.org/10.4028/www.scientific.net/amr.760-762.1562.

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In distance education network transmission process, because transmission distance is too long, transmission network will be affected by complicated external environment factors, which leads to network failure and failure in remote education video image formation, and finally causes unsmooth transmission. This paper puts forward a distributed network fault detection technology to perform fault detection for remote education transmission network nodes and characteristic analysis of the use of network fault by using genetic neural network, accurately locate fault node area so as to realize the remote education networks fault detection. Experiments show that this method can avoid distance education network fault resulted from long transmission distance and improve the transmission efficiency of remote education video image.

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Semchuk, Svitlana. "INTRODUCTION OF INTERNET TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 136–42. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235223.

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The article considers the ways of introduction of Internet technologies in the educational process of higher education institution. The principles of building computer training centers based on network technologies are highlighted: versatility, accessibility, use of standard network solutions and building a system based on a universal integrated database that allows you to easily and virtually unlimitedly build, transfer and scale it. Based on these principles, you can build a prototype of the Internet distance learning system, which allows you to create courses in technical, humanities and other disciplines. The technology of distance learning is described, which provides the educational process based on the use of modern information and telecommunication technologies. The conditions of efficiency and quality of teaching of students by means of distance learning are determined: favorable conditions for growth of activity of students by selection of means of training taking into account specificity of their individual cognitive properties are created; effective means of support of individual and group forms of training are used; the experimental-research basis of the educational process is expanding; the gap between the existing content of education and the achieved level of development of modern science is reduced. Peculiarities and advantages of using distance learning of students in comparison with traditional forms (full-time and part-time) are highlighted. It was found that the tutorial is one of the main components of the educational process in distance learning, which uses a set of methods and approaches to learning focused on the needs of students. The article states that one of the distance learning systems is the Moodle system, which is designed to organize online learning in a networked environment using Internet technologies.Keywords: Internet technologies, distance learning, Case technology, TV technology, Network technology, tutorial, higher education institutions, Moodle distance learning system.

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MILLSON, MURRAY R., and DAVID WILEMON. "TECHNOLOGY ENABLING INNOVATION IN ONLINE GRADUATE MANAGEMENT EDUCATION." International Journal of Innovation and Technology Management 05, no. 04 (December 2008): 401–21. http://dx.doi.org/10.1142/s021987700800145x.

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It has been approximately twenty-five years since the Internet became available for public use and slightly over ten years since the World Wide Web became readily accessible. In this paper, we examine innovations in graduate management educational delivery methods that have increased the quality of distance education by investigating the literature surrounding distance education with a focus on four major concepts and their association with modern education technologies. Our exploration involves a comparison of an innovative, parsimonious, online educational model with other methods of graduate management education especially for adult management students. Through this model, we focus on four major concepts that can have a significant impact on management education quality. The first two concepts include dialogue and structure that have been used to describe and assess the quality of distance education programs. The second two concepts comprise students' ability to access courses and the flexibility that students have relative to their participation in courses. We note that these four factors can impact the delivery, content, innovativeness, and quality of graduate management education programs. We review existing models of distance education and note how each model relates to each of these four factors. We then suggest how the design and delivery of online education programs can be improved with a greater understanding of these four concepts in addition to their relationship with recently developed web-based technologies. Finally, we discuss several issues surrounding the administration of web-based education programs and identify several questions that call for further investigation.

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Chuks, Onyilagha Joseph, and Nnajiofor Francisca Nebechi. "Comparative Study of the Impact of Instructional Materials and Technology on Traditional and Distance Education Systems." International Journal for Innovation Education and Research 4, no. 2 (February 29, 2016): 71–78. http://dx.doi.org/10.31686/ijier.vol4.iss2.519.

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Recent changes in information and communication technologies have significantly impacted teaching and learning processes. Methods of doing business have also changed. Many experts now recommend that students’ educational experiences be reformed to better prepare students for their future, which entails incorporating technology in the teaching process. The objective of this study is to assess the importance of technology and good instructional materials on two educational systems – distance and traditional systems. We conclude, among others, that good instructional materials should be clear, precise, and must deliver accurate message as were initially designed to do irrespective of traditional or distance educational system. We further conclude that whereas technology may have greater influence on distance education than on the traditional classroom system, however, when applied appropriately, technology will also enhance learning in the traditional classroom system. Students will comprehend faster, and it will make the teaching task less difficult. Education planners and instructors must ensure that application of technology; especially in distance education does not jeopardize the quality of learning.

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Grigorov, George. "The trend of distance education: problems and prospects for implementation." Grani 24, no. 3 (March 30, 2021): 98–103. http://dx.doi.org/10.15421/172131.

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Distance education has become an integral part of the educational system around the world. Official statistics on distance education, confirm a steady increase in the number of participants in distance learning and courses. The range of courses offered by more than 200 distance learning institutions, including about 1500 courses, of which about 75% – vocational and about 25% – general education. For the most part, this method of training is offered mainly by private institutes.The success of distance learning can be explained against the backdrop of changing conditions in economics, technology, and society. By the era of industrial society, the educational ideal of modern society was oriented to the classical educational systems for that time, which originated in antiquity. In many countries, traditional social norms have changed over the past 20 years.One authoritative researcher in the field of distance education noted that technology as a service delivery system has played an important role in the development of distance education and research. Over the past two decades, there has been an increase in the number of educational institutions that offer a service such as distance learning. There has also been an increase in the number of students receiving distance education not only in our country, but also in educational institutions around the world.Despite the fact that there have been extensive studies of open distance learning, there is no consensus on the indisputable benefit or inadmissibility of distance learning in higher education. Identification and study of problematic issues in the field of distance education implementation remains very relevant today.In this article we want to consider some problematic issues of distance learning in higher education, which is considered today the most favorable for the study and implementation of the model of exclusively online learning.

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Shih, Timothy K., Giani D. Antoni, Timothy Arndt, Asirvatham Asirvatham, Ching-Tao Chang, Yam S. Chee, Chyi-Ren Dow, et al. "A Survey of Distance Education Challenges and Technologies." International Journal of Distance Education Technologies 1, no. 1 (January 2003): 1–20. http://dx.doi.org/10.4018/jdet.2003010101.

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Distance education, e-learning, and virtual university are similar terms for a trend of modern education. It is an integration of information technologies, computer hardware systems, and communication tools, to support educational professionals in remote teaching. This paper presents an overview of distance education from the perspective of policy, people, and technology. A number of questions frequently asked in distance learning panel discussions are presented, with the suggested answers from the authors. The survey presented in this paper includes communication, intelligent, and educational technologies of distance education. Readers of this paper are academic researchers and engineers who are interested in new research issues of distance education, as well as educators and general participants who are seeking new solutions.

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Altınay, Fahriye, Mehmet Altınay, Gokmen Dagli, and Zehra Altınay. "A study of knowledge management systems processes and technology in open and distance education institutions in higher education." International Journal of Information and Learning Technology 36, no. 4 (August 5, 2019): 314–21. http://dx.doi.org/10.1108/ijilt-02-2019-0020.

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Purpose The purpose of this paper is to focus on the implementation and evaluation of knowledge management and e-transformation strategies of higher educational institutions in distance education. After an evaluation of higher educational practices in different countries, distance education was considered a different strategy and was emphasized as an advantage in competitiveness. Design/methodology/approach The study reflects a case study in the context of qualitative research. A written view report was conducted to evaluate the awareness of digital efficiency and roles of the teachers in learning environments and evaluation processes in the organizational structure. The qualitative data were evaluated through Nvivo qualitative data analysis. When the literature is overviewed, it can be observed that there are limited studies in this field. Findings As a result, distance education contributes a lot to providing equal opportunities in education. It is of great importance that individuals are aware of their roles in the process of accessibility, institutional support, technological infrastructure, support provided for students, learning-teaching environments and evaluation of distance education programs based on equality and life-long learning. In applications of different countries evaluated by Salmon et al. (2014) based on Carpe Diem Model, it is argued that knowledge management and sharing, the role of teachers and digital capability in distance education applications are crucial. Research limitations/implications The study is limited to 35 research participants. Practical implications Internationalization has become an important issue in higher educational activities. Social implications Diffusion of the uses of knowledge management practice in distance education is important. Originality/value The study has a great value on the use of international perspectives and the Carpe Diem Model for the evaluation.

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Zhetpisbayeva, B., D. Dyakov, S. Shunkeyeva, and G. Khamitova. "The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 188–94. http://dx.doi.org/10.31489/2021ped2/188-194.

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This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

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Vishtak, O. V. "The Use of the Technology of Distance Education in a Higher Educational Institution." Russian Education & Society 49, no. 1 (January 2007): 24–33. http://dx.doi.org/10.2753/res1060-9393490102.

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Sala, Nicoletta. "Hypermedia Modules for Distance Education and Virtual University." International Journal of Distance Education Technologies 1, no. 1 (January 2003): 78–95. http://dx.doi.org/10.4018/jdet.2003010105.

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The explosive growth of the Internet and the convergence of information and communication technology is opening up new educational opportunities. In fact, the rapid development of digital, networked multimedia technology such as the Internet, e-mail and computer based and video conferencing can redefine the learning environment. This paper describes two different experiences of the use of hypermedia modules inside the distance learning and the virtual university. First experience is an activity developed by the Department of Electronic (Dipartimento di Electtronica) - Politecnico of Torino (Italy) in the field of computer-based training in electronic instrumentation and measurements, where the author was a supervisor for the educational process. This project has been developed for Italian research of distance education named “Consorzio Nettuno,” which involves different undergraduate courses (Electronic Engineering, Information Technology, Economic Science). Several modules have been developed, using multimedia technologies, to assist the students to acquire the fundamentals of the basic instrumentation. A client-server system has been designed in order to allow the students to operate on a remote laboratory for experimental training. The courseware includes lessons, exercises, and training on virtual instruments which emmulate actual instruments. The students can also carry out several real laboratory experiments without actually being in the laboratory, by using a client-server structure based on the Internet. Second experience, named “Cybermath,” is an example of virtual university course, in fact the aim of this project is to realise a hypermedia course of mathematics using the collaboration between different European universities.

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QI, Yongsheng, and Youguo SHI. "Using a 3D Technology in the Network Distance Teaching of "Sports Training"." International Journal of Emerging Technologies in Learning (iJET) 11, no. 05 (May 23, 2016): 45. http://dx.doi.org/10.3991/ijet.v11i05.5693.

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As a new modern educational technology, the real time recording and playing has great significance in promoting distance learning, independent study and teaching quality. This research designed and developed a distance learning platform for students majoring in physical education based on 3D technology and real-time recording and playing technology. Through 3D technology, this teaching platform includes functions such as: overall module of 3D real time recording and playing, access to information, generation of 3D simulation video, video release and download module. Experimental results showed that teaching physical education curriculum with this platform can greatly improve learning efficiency and academic achievement; by innovating educational technologies of real time recording and playing system, so as to better promote the construction of distance education at the University.

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Saba, Farhad, and David Twitchell. "Integrated Services Digital Networks: How it Can Be Used for Distance Education." Journal of Educational Technology Systems 17, no. 1 (September 1988): 15–25. http://dx.doi.org/10.2190/4axa-cgn6-dm21-1ap7.

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Integrated Services Digital Networks (ISDN) is an emerging telecommunications technology that will affect how distance education is designed, developed, and presented. Combined with integrated desktop workstations, it will put voice, text, and video telecommunications at the fingertips of educators and learners. Appropriate use of ISDN for distance education and training depends on the development of a conceptual scheme to integrate models from several closely related areas such as integrated information systems, educational broadcasting, computer assisted instruction, and distance education. In a project funded by Northern Telecom Inc., faculty and students of the Department of Educational Technology at San Diego State University are presently involved in evaluating an integrated telecommunications system and developing an integrated model of distance education.

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Wang, Jian Wei, Xin Wang, Lan Bo Zhao, Yu Hong Wang, and Hui Jun Li. "Applied Research of the Decision Tree Method in Personalized Distance Education System." Advanced Materials Research 756-759 (September 2013): 881–84. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.881.

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Modern Distance Education is a new type of teaching style which generated with the development of computer network technology and multimedia technology. Distance Education always aims at individualized education and personalized teaching-learning service. But how to discover the valuable discipline from a large amount of learners information and achieve personalized distance education is an issue for educational researchers to resolve urgently. This thesis discusses how to apply the decision tree method of data mining technology in distance education system to classify learners in order to achieve individualized teaching for different learners.

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Федоришин, Олександр Петрович, and Вікторія Федоришина. "DISTANCE EDUCATION IN CANADA: BEGINNINGS, EARLY AND RECENT DEVELOPMENTS." Інноватика у вихованні 1, no. 13 (June 15, 2021): 102–11. http://dx.doi.org/10.35619/iiu.v1i13.368.

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The COVID-19 pandemic has had a huge impact on educational systems worldwide, leading to the near-total closures of schools, universities and colleges. Most governments decided to temporarily close educational institutions to reduce the spread of Coronavirus. Millions of students are having their education disrupted. Efforts to slow it through non-pharmaceutical interventions and preventive measures such as social distancing and self-isolation have prompted the widespread closure of primary, secondary, and tertiary schooling in over 100 countries. In the sphere of education, many of the measures that countries have adopted in response to the crisis are related to the suspension of face-to-face classes at all levels, which has given rise to three main areas of action: the deployment of distance learning modalities through a variety of formals and platforms (which or without the use of technology); the support and mobilization of education personnel and communities; and concern for the health and overall well-being of students. In the article developments of education in Canada are considered. The measures taken by the country are the same as in other countries of the world, but the development and implementation of governmental and educational programs for every level and their interaction between institutions, students and their parents are accentuated there. The government cooperates with various organizations (governmental and nongovernmental) trying to provide schools, universities and colleges with all necessary for distance learning, and, firstly, access to modern technology and the Internet. Distance education as a form of learning appeared long ago. But nowadays it has a new challenge to be activated mandatory, other than traditional methods of gaining knowledge should be implemented involving advanced technology.

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Platonova, A. V., E. Ya Yartseva, and L. E. Shvedova. "Application of various forms of information and communication technologies in the context of distance learning." SHS Web of Conferences 113 (2021): 00097. http://dx.doi.org/10.1051/shsconf/202111300097.

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The article shows the possibility of using information technology in the context of distance learning. The teaching process is always based on the transferring of information from teacher to student. As to distance education, the most important are the following: educational information; educational technologies; information technology. When choosing methods for usage in distance learning, it is important to take into account that certain methods are best suited to the characteristics of the trainees, the specifics of particular subject areas and the general types of educational tasks and exercises. Distance learning network technologies are especially important when organizing joint educational programs, since they allow the most complete implementation of the principles of the distribution of educational and human resources. The article reveals the forms of information and communication technologies used in modern higher educational institutions in the field of digital education. The mandate for the usage of ICT in education is being clarified. Various educational tools using ICT have several aspects, including: stimuli, information, education and methods. The empirical research was carried out on the basis of the analysis of social networks in the context of distance learning.

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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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Gaffarov, Yarash Kh. "INFORMATION EDUCATIONAL TECHNOLOGIES AND INNOVATIONS IN THE DEVELOPMENT OF THE PEDAGOGICAL EDUCATIONAL PROCESS." JOURNAL OF LOOK TO THE PAST 4, no. 5 (May 30, 2021): 4–10. http://dx.doi.org/10.26739/2181-9599-2021-5-1.

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The article presents information about the informatization of education and the technology of pedagogical educational processes, as well as about new innovations that play an important role in improving the effectiveness of student learning.The existing problems in the development and implementation of educational technologies are analyzed, scientific conclusions are made about the use of distance learning in the classroom as a modern learning technology andthe effectiveness of the use of information technologies. It also shows the characteristics of the existing achievements in the field of education in developed countries related to informatization

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Bogdanova, M. V., and L. S. Parshintseva. "Remote Education in Modern Conditions." Rossijskoe pravosudie 9 (August 21, 2020): 25–34. http://dx.doi.org/10.37399/issn2072-909x.2020.1.25-34.

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In the context of the digital economy and the globalization of the social sphere, the introduction of distance learning technologies in the educational process, as well as the legal regulation of distance education and assessing its quality are the most relevant. Mass quarantine restrictions associated with the COVID-19 coronavirus pandemic, on the one hand, challenged existing distance learning systems, on the other hand, created a serious impetus for its further development. The first goal of the study is to analyze the regulatory legal acts regulating distance education in the Russian Federation with a view to establishing its place and role in the educational process. The second goal of the study is to assess the quality of distance education in modern conditions. To achieve these goals, regulatory legal acts were analyzed, an assessment of distance education in the Russian Federation at the present stage was given, a system of indicators for assessing the quality of higher education was developed. To conduct the study, methods such as the deduction method, methods for calculating relative values and a graphical analysis method were used. Based on the study of normative legal acts, it was concluded that distance learning is an educational technology and, accordingly, can be used as a means of organizing the educational process in the implementation of the educational program for any form of training, including full-time, in accordance with local educational normative acts organization. At the same time, modern services for the implementation of distance learning have wide functional capabilities, which, if used correctly, allows achieving the proper level of quality. Based on the analysis of fundamental legal documents and available sources of information, the authors developed a system of indicators for a comprehensive assessment of the quality of higher education, which includes three groups of indicators: the quality of students, the quality of the teaching staff and the quality of the educational process.

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Lu, Dong, and Zhou Wu. "Internet Based Chinese Language Distance Education System." Advanced Materials Research 143-144 (October 2010): 457–61. http://dx.doi.org/10.4028/www.scientific.net/amr.143-144.457.

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Distance education is the process of creating an educational experience of equal quality for the learner to best suit their needs outside the classroom. The types of available technologies used in distance education are divided into two groups: synchronous and asynchronous. Synchronous technology is a mode of online delivery where all participants are "present" at the same time requiring a timetable to be organized. Distance education has long had trouble with testing. The delivery of testing materials is fairly straightforward, which makes sure it is available to the student and he or she can read it at their leisure.

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Journal articles on the topic 'Distance education Educational technology'

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