Distance Learning Resources at Geriatric Education Centers

The National Association of Geriatric Education Centers organization was established in 1990, to promote interdisciplinary geriatric education and to provide a unified voice for Geriatric Education Centers (GECs). In 2005, the GECs voted to form two non-profit organizations due to restrictions related to lobbying activities. An umbrella organization was created, the National Association for Geriatric Education, that includes all geriatric related education programs, and maintain a lobbyist in Washington DC to protect the GECs interests. It was a pivotal time, as we had a year (2006) without federal funding that summarily dismantled the DHHS-HRSA geriatrics programs, including the entire GEC network, the geriatric fellowship program, and Geriatric Academic Career Awards. This resulted in a GEC-wide and national geriatrics movement that succeeded in restoring the geriatrics line item in the President’s budget. Our advocacy efforts not only had the line item restored, but obtained an increase in funding for geriatrics.

The pandemic has paved the way for a paradigm shift in most education systems, with the accelerated adoption of digital technology. Online learning has gained increased importance due to the availability and accessibility of Internet or Web technologies. This format of learning has offered students the opportunity to participate in educational courses and programs from rural and remote places. The COVID-19 pandemic has reinforced the importance of technologies and virtual learning in education. Internet technologies have helped to support the educational process and have allowed for more productive and interactive learning. There are different opinions in the academic environment concerning online education. As for learners' opinion on distance learning and Internet technologies, they are represented quite weakly in the literature. The purpose of this paper is to present students' perceptions of the advantages and disadvantages of using web technologies in distance learning during the pandemic year (by the example of Moscow State University of Food Production, Russia). In addition, it sheds light on students' habits of using Internet technologies and their digital preferences. The present study uses qualitative and quantitative research methods where the instrument is the questionnaire. In their questionnaires the students mentioned ten leading web technologies and two social networks. The collected data allow to divide the web technologies used in distance learning into three rating groups: the most popular, popular and less popular. The findings of the research could be used to explain and forecast the applying of web technologies for improving learning outcomes in higher education.

The article considers the peculiarities of providing English-language training of (future) aviation specialists for professional self-realization and performance of professional duties with the use of modern distance learning technologies. The specifics of distance learning are revealed. Terms and concepts, forms of learning are provided. Distance learning technologies, namely: psychological and pedagogical, information and communication, web-environment provide an opportunity to implement the process of distance learning in educational institutions. There are also two strategies for organizing distance learning: asynchronous distance learning and synchronous distance learning. During the planning and organization of distance learning a great role is given to the independent work of cadets. There are also IT elements that a lecturer and a cadet should be able to use in professional interaction. It is noted that Internet technologies, the ability to use Internet resources have a special place in the formation of professional self-realization of a future aviation specialist and providing innovative approaches to the educational environment. The main tasks of English language training in the educational language centers of the Flight Academy of NAU are: improving language skills and strengthening the communicative competence of the teacher / instructor to teach the professional disciplines in English, teaching professional English, preparation for the general English exam at level B2. The use of distance learning technologies in the English-language training of future aviation specialists requires a high level of knowledge, both theoretical and practical. It is necessary to interest and direct students to the use of innovative methods in order to build their professional capacity to use information and communication technologies in their further professional self-realization. Key words: distance learning, English language training of an aviation specialist, ICT, Internet resources, innovations, professional self-realization.

The article offers a view at relevant issues of contemporary trends in employing remote learning technologies in academic environment, and transformation of higher education based on the example of the North-Caucasus Federal University, including through the given epidemic situation due to COVID-19 in the Russian Federation. The aim of the study is to analyze the implementation of the educational content developed in 2018 at the North-Caucasus Federal University in order to teach Mathematics via distance learning technologies (DLT), as well as to evaluate the experience of using the said remote model within the new academic paradigm, which is due to the coronavirus pandemic. There is a view at a modified distance learning model involving mixed learning, which has been introduced into the educational process and tested. Its implementation has relied on LMS Moodle (LMS—Learning Management System; Moodle—Modular Object-Oriented Distance Learning Environment). There is also a review of the virtual academic environment, the model of structure, its major principles and specific of its functioning and management, as well as a statistical analysis of the outcomes obtained through introducing the model in education. The article focuses on the main differences between the concepts of “distance learning” and “modified distance learning model”, analyzes their strong and weak points, defines the major benefits of using the latter in the educational environment. The issue in question is view of from the stance of relevance and possible introduction of the said methodology for employing the potential contained in the distance learning technology. There is a special individual view offered at the issue mentioned above, as well as a possible way to resolve that.

The article discusses the features of the transition of Russian education to distance learning. The most common problems that have arisen in connection with the new training format have been identified. The need to assess the compliance and readiness of educational organizations, teachers, students and their families to introduce a distance learning regime is indicated. In connection with this need, the importance of conducting a set of monitoring studies related to various socio-economic mechanisms for the implementation of e-learning and distance learning technologies, including models of financial, economic and resource support for distance learning at the level of the constituent entities of the Russian Federation, educational organizations, teachers, students and their families in the context of the transition to the specified format of classes. The results of the analysis of a complex of monitoring studies on the socio-economic mechanisms of the implementation of e-learning and distance learning technologies of various target groups are considered. Studies of strategies / models / organizational forms of ensuring the implementation of e-learning were carried out, an assessment of the financial, economic, methodological and resource support of distance learning at the level of regions, educational organizations and families was carried out, possible ways of forming an ecosystem of the digital economy in the general education system at the regional level were determined, studying the current conditions for ensuring the implementation of e-learning and the use of distance learning technologies in the context of the region, educational organization and family, assessed the level of the teacher's skills in working in the context of the implementation of e-learning and the use of distance learning technologies in the educational organization, as well as assessing the degree of parental satisfaction with the quality of educational process in the context of the implementation of e-learning. The advantages and disadvantages of the transition of educational organizations to distance learning are noted.

The purpose of this study was to identify pedagogical conditions that would successfully model with distance learning technologies for students in higher education. For this, the degree of satisfaction was investigated in 206 1st-4th-year students of speciality “Pedagogy” by questionnaire method and application of distance learning was studied in 28 teachers of the Institute of Continuous and Distance Education of K. Karasaev Bishkek State University. The study described the definition of distance learning, analysed the types of learning in the system of higher professional education, named the advantages and disadvantages of distance learning, principles and forms of learning, pedagogical methods. Student questionnaire data show that 11% of respondents are not satisfied with distance education. Degrees of dissatisfaction include internet outages, quality of education, lack of communication with classmates and teachers. However, 89% favoured this type of learning. The key advantages of distance learning are the time and budget saving for travelling and living, comfortable home learning conditions, availability of searching for necessary information, free choice of pace and time of learning. As a result of the interviews with the teachers of the institute, the following aspects were voiced that require improvement: students’ assimilation of information, lack of teaching experience in conducting this type of classes, as well as administrative issues. The study showed that distance learning technologies differ from the conventional form, being aimed at the development of students’ independent activity; obtaining knowledge and skills are oriented towards the application of information technology, search and exchange of information. Successful application of distance technologies in education requires systematic work on professional activities of teachers, increasing students’ interest in distance learning, establishing a relationship with students’ parents, and uninterrupted operation of Internet resources.

This study is devoted to highlighting the issues of improving the mechanisms for using distance learning technologies in higher educational institutions and is analyzed on the example of primary education. In the course of the research, the didactic capabilities of distance learning platforms, the effectiveness of using digital pedagogical tools, and the development of digital competencies of teachers and students were studied. The importance of interactive methods, multimedia resources and virtual learning environments in organizing distance learning in primary education was substantiated. Also, problems arising in the process of distance learning and ways to eliminate them were identified, and practical recommendations were developed to improve the quality of education. The results of the study will serve to increase the effectiveness of training future primary school teachers by further improving distance learning mechanisms.

<p dir="ltr"><span>The relevance of this study stems from Russia’s war against Ukraine, along with the threat of the spread of COVID-19, necessitating an urgent transition to distance learning. This shift serves as a crucial measure to mitigate risks that endanger the lives and health of students. All face-to-face lessons (lectures, seminars, and laboratory work) are being moved to the virtual learning environment under these circumstances. Since the organisation of distance learning differs significantly from traditional face-to-face education, teachers must radically adapt the learning process, considering the neuropsychological and neuropedagogical aspects of learning foreign languages remotely. The article also explores the introduction of distance learning technologies for teaching foreign languages in educational institutions. It reviews the experiences of international researchers who use electronic educational resources, as well as discusses the current stance of Ukraine’s educational institutions on distance learning technologies in foreign language teaching. Finally, the article outlines the neuropsychological and neuropedagogical aspects of foreign language distance learning and examines the experience of organising blended learning for foreign languages based on e-learning resources. The conclusions of the article are intended for educators and curriculum developers.</span></p><div><span><br /></span></div>

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.

Distance learning has been used widely as a helpful solution by many institutions to offer learning on demand opportunities to working adults. Educational technology evaluation model (ETM) have been tested in large sample size among students, and little research has been conducted to measure the success of distance learning technologies such as Learning Management System (LMS) from the point of view of instructors. Based on previous literature of critical success factors (CSF), this study validated a multidimensional model for assessing distance learning management systems success from the perspective of the instructors. To conceptualizing the ETM, measuring factors, collecting data procedure, reliability and validity testing are described. Structural Equation Modelling (SEM), which is a statistical technique, is used to estimate a series of interrelated dependence relationships of ETM factors simultaneously. This technique is applied to help in generating a model of relationships among variables. This paper presents results of the instrument reliability and constructs validity by analyzing data from a sample of 110 participants. Managerial and theoretical implications of the results are discussed. This empirical validation of the ETM will be useful to researchers in developing and measuring distance learning technologies, as well as to organizations in implementing successful distance learning technologies.

The relevance of the study was explained by the fact that the support of management of the distance learning information processes is associated with the problem of effective allocation of system resources used upon transferring and processing of educational information. The purpose of this study is a comprehensive analysis and development of the principles of developing an electronic portal for the system for continuous education. In the work, the authors used general methods of generalization and systematization, as well as the method of mathematical calculations. 150 teachers of secondary and higher primary schools took part in the calculations. The results of the calculations made it possible to confirm the need to use distance learning technologies with blockchain elements in educational institutions. The use of blockchain technologies for the implementation of an electronic portal can increase the motivation of students and teachers, facilitating work in the learning process. Keywords: continuous education, distance learning, blockchain, electronic portal, automation of learning.

The paper analyzes up-to-date distance learning technologies used in European education system for ensuring overall organization of the educational process during the COVID-19 pandemic. Quarantine conditions have become a catalyst for development and practical testing of virtual learning tools and innovative pedagogical technologies, and application of the experience with them is a necessity of today and a strategy for the future. The article is focused on distance learning technologies in higher education. Institutions of England, Germany and France are chosen for the study due to their banner quality of educational service, like the University of Oxford, for example. The basis for successful conduct of all types of classes is employment of universities’ own specialized learning platforms. The learning model remains more similar to the traditional one. The main role continues to belong to communication between qualified teachers and students through various interactive web applications, while digital technologies create space for such interaction, filling it with learning materials. Students get access to all educational services using a single password to the university network. At the same time, some learning materials are available with open access, video lectures and podcasts are popular. Unlike other countries, education in Germany is governed by strict principles of information and data protection. In the contrary, in France many courses have been made available on network, and the education system has instantly adapted to work in virtual mode through the developed system of national distance learning platforms and the massive open online courses. The result of effective distance learning organization in Europe during the pandemic is that the introduction of digital technologies and transition to more flexible learning models become the education strategy at the state level, while pedagogy becomes an area of advanced development of information and communication technologies. Key words: distance education, online learning, information and communication technologies, educational platforms, quarantine, COVID-19.

This chapter provides guidance for administering strategies for overcoming two persistent barriers to instructors' willingness to develop and teach online courses. In addition to addressing barriers, as a distance learning administrator you need to arrange for professional development that prepares instructors to (a) use distance learning technologies, (b) design accessible courses that are free of copyright infringements, (c) follow a systemic & systematic design process, (d) create a course-map, and (e) modularize course content. You also need to address instructors' readiness to teach engaging online courses and programs by facilitating persistence with high levels of presence, interaction, engagement, support, feedback, community, and cultural responsiveness. Beyond fundamentals of online course design, instructors benefit from professional development in constructivist, student-centered course design, motivational learning design; and integrating open educational resources and social media in courses to support active inquiry and multimodal learning. Instructors also need preparation in the basics of how to flip and blend face-face courses, build competency-based instruction, and use learning analytics to understand the impacts of inputs on student outcomes.

The article analyzes the reasons and results of the first experience of mass work of Ukrainian educational institutions in the remote mode, which showed that in general it was possible to change and adapt them for full functioning. The prospects for the development of distance learning technologies have been determined that provide people with access to education without restrictions on age, gender, social status, health status and in emergencies, which increases the mobility of society. It was revealed that the problem of professional training of future teachers for the organization of the distance educational process in primary school requires special attention, since children of primary school age are characterized by a low level of independence in organizing their own educational and cognitive activities, a weak arbitrariness of attention, and a high need for personal contact with a teacher. This determines the special specifics of the teacher's activities. A summary is presented and the effectiveness of the selective course «Distance education in primary school» aimed at the formation of professional competence of future teachers, in particular its component, ensuring the readiness to implement the educational process in primary school in the format of distance learning or blended learning, is experimentally proved. Students have the opportunity to explore the essence of distance learning in primary school; understand the specifics of communication between teachers and students, parents, administration during distance learning, work with children with special educational needs in such conditions; to study methodical recommendations on the organization of online classes; define technical, ergonomic and ethical criteria for quality video conferencing; to master the experience of working with various services for the organization of video communication; master the general principles of organizing the distance learning process with the help of Google Classroom; to get acquainted with high-quality Ukrainian-language video resources for visualization of educational material of the lesson, services for conducting online testing of students, conveniences of interactive online boards. Key words: training of future primary school teachers, distance educational process in primary school, digitalization of society, digital pedagogy, technologies for distance learning, selective discipline.

This article gives a brief description of the principles of organization of Internet education in the teaching of “Mathematical modeling of information technology and processes” to students on the basis of “Moodle LMS” system distance learning at the Tashkent Pharmaceutical Institute and shows its main features and advantages. Extensive use of educational technologies, optimization, humanization and innovation in the National Program of Personnel Training to solve the tasks of training and educating young people to be highly moral, spiritual and enlightened, conscientious at work, deeply aware of their responsibilities to society and family, competitive, qualified professionals. The organization, management and control of the learning process on the basis of methods is relevant. Nowadays, a wide range of opportunities are being created for students to have fast, plentiful, reliable information and to acquire knowledge independently. In particular, electronic systems allow students to use important information related to science at any distance, depending on their capabilities. “Moodle” open source software complex is a system designed specifically for the management of the educational process using the Internet (Learning management system - LMS). Distance learning is a modern form of organizing the learning process using distance learning technologies. Its development was due to the increase in the number of Internet users, the availability and quality of open learning electronic resources. The use of distance learning technologies undoubtedly has a wide range of advantages: the organization of the learning process in an Internet environment, so the student location does not prevent high-quality training, regardless of the location of the educational institution. Distance learning is based on the principle of independent preparation of students through teacher guidance and allows you to choose a convenient time for lessons. It includes interactive communication between teachers and students, information resources of the educational institution and information resources of the Internet, the rapid delivery of the Internet in electronic form.