Distance learning technologies with blockchain elements in the system of continuous education

Under the Geriatric Initiatives of the Bureau of Health Professions, Health Resources and Services Administration, USDHHS, Geriatric Education Centers (GEC) are established to ensure quality health care for older adults through geriatric and gerontology education. Distance Learning (DL) technology is an approach GECs are using to keep up with the demands for training and other resources. A questionnaire was distributed to 44 GECs to determine use of DL methods. Based on 33 responses, a return rate of 69%, 15 GECs offer a range of DL geriatric training programs. Eighty-five percent intend to have training programs using DL technology by the year 2000. GECs also use DL technology to conduct meetings, plan conferences, hold clinical consultations, conduct research, and disseminate information. Formal faculty training on DL is offered at six Centers; however, 15% are unable to access advanced technology. Results show a range of available DL geriatric educational resources and a strong interest to expand resources using DL technology. Financial support and sustainabil-ity of programs are important concerns. Recommendations are discussed, and the findings provide a beginning database on DL activities among GECs.

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 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.

Modern educational programs of distance education are gaining popularity and demand among applicants with different educational needs. Such programs are aimed at overcoming educational inequality and equalization of educational opportunities, solving problems of inclusive education, incorporation in the system of continuous education. The study objective is to identify the role of educational communications and their effect on preserving the student contingent in distance education. The paper focuses on identifying the reasons to discontinue by students their studies in vocational educational programs conducted using distance learning technologies; determining the communication aspects of the problem to maintain a contingent of students in the professional educational programs of Bachelor and Master.The authors determine the motives for choosing the program, involvement in educational communications, satisfaction with the educational process and its components, as well as difficulties in mastering the program based on the student opinions in «the group at risk of expulsion» and studied in such educational programs, but for various reasons do not complete the studies. The research has solved the following tasks: considering educational communication practices in the system of distance learning; identifying the reasons of difficulties and expulsions of students in obtaining higher professional education by the programs of distance education; forming proposals on the organization of educational communications aimed more successful mastering of the educational program and preservation of the student contingent in the distance learning system. The study results should be used to organize communication and methodological support of professional educational programs of distance education.

<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 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.

Continuing education curriculum construction is the key work to complete the teachers’ continuing education system, it is also an important part of the teachers’ specialization. This study aims to master the main problems of the current primary and secondary school teachers’ continuing education curriculum construction and put forward the corresponding improvement countermeasures. Research in Yunnan province of China as a case, through the Questionnaire Method, Interview Method and Factors Analysis Method, this study make an thorough analysis on the prominent questions of the curriculum resources informationization level, curriculum structure, curriculum practicability, curriculum management and curriculum evaluation mechanism of the primary and secondary school teachers continuing education curriculums construction. Study found that the curriculum construction should also increase the intensity of curriculum resources informatization, develop diversified curriculum resources, complete six modules, carry out a standardized and scientific management and diversified curriculum evaluation mechanism. Research data and conclusions both enrich the theory of the con-struction of the teachers continuing education curriculum, and also provide a practical reference for the admin-istrative department of education and teacher training institutions to formulate measures.

The article emphasizes the aspects of continuity between general secondary and higher education, as well as the establishment of successive ties for effective foreign language teaching in the system of continuous agrari-an education. It is emphasized that the continuity of foreign language teaching not only strengthens the link between agricultural school and agricultural university, but also provides students with the opportunity to apply their knowledge in the professional sphere as effectively as possible. The authors also explore the factors in-fluencing this process and the methods that aid in addressing the knowledge gaps necessary to ensure conti-nuity in foreign language education within the system of continuous education, specifically from agricultural schools to agricultural universities. This article presents the results of a survey conducted among first-year stu-dents of the Federal State Educational Institution of Higher Education “Arctic State Agrotechnological Universi-ty” (ASATU) regarding the challenges encountered when learning a foreign language at the higher education level.

Vegetative status of children as a territorial bio-indicator of ecological safety

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.

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.

ВІДОМОСТІ ПРО АВТОРІВ ЗАЯЧКІВСЬКА Надія Михайлівнакандидат педагогічних наук, доцент, доцент кафедри загальної педагогіки

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.

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.

Background: The relevance of the study is caused by the implementation of modern information and communication technologies into the educational process of higher education institutions, that induces the appearance of new kinds and forms of its organization. Purpose: To analyze of the interpretation of the definitions of “distance learning” and “blended learning”; to identify of problems of their use in professional training of future primary school teachers at the V. O. Sukhomlynskyi Mykolaiv National University. Materials and Methods: Theoretical and empirical methods are used in the work: analysis, classification and generalization of the source base of the research; normative documentation regulating the activity of higher education institutions (educational and professional programs, curricula); experience in the educational process organizing; diagnostics of students majoring in 013 Primary education (questionnaires, observations, introspection). Results: The structure and content of “distance learning” and “blended-learning” are disclosed, considers its advantages and its efficiency. The scientific approaches principles mean and forms of organization of the process of distance learning and blended-learning while training of elementary school teachers are investigated. The advantages of using the Moodle platform at the V. O. Sukhomlynskyi Mykolaiv National University are proved. The possibility and expediency of using distance and blended learning in the process of professional training of future primary school teachers is proved. Conclusions: The development of computer and information and communication technologies, the use of distance and blended learning have significantly changed the role and place of teachers and students in the educational process in higher education institutions. Their implementation promotes the formation of professional competence of future primary school teachers.