Welcome to the Globethics.net Library!
Communautés dans DSpace
Sélectionner une communauté pour parcourir ses collections.
Методика навчання фізики як наука та навчальна дисципліна у категоріально-поняттєвому вимиріВ тезах описано історія розвитку методики навчання фізики в Україні з середини ХІХ століття до сьогодення. Наведено понятійного-категоріальний апарат методики навчання фізики як науки.
Формування толерантності в учнів старшої школи на уроках вітчизняної історіїУ публікації характеризуються методичні умови формування толерантності учнів ліцею у процесі навчання історії України; уміння та навички, які набувають учні ліцею в зазначеному процесі.
What future(s) for distance education universities? Towards an open network-based approachThe need for increased scalability, interoperability and flexibility of educational provision is driving the expansion of digital and open learning in higher education. As this movement spreads across institutions worldwide, distance education universities find themselves in a crisis. Technologyenhanced learning is now mainstream in higher education institutions and most have embraced open educational practices as well due to the great impact of MOOCs. In this new fast-growing, chaotic and unstable context, research-based expertise, a dedicated infrastructure and specially-trained staff may no longer seem required for institutions to provide distance and eLearning. Furthermore, new noninstitutional non-formal higher education providers of open online or blended learning courses and programmes are emerging as a result of community or special interest group-led initiatives. Far from the days when they stood alone as unique institutions with the unique mission to provide an innovative kind of education, distance education universities are now competing openly with other conventional universities and other educational players. In a time of continuous reduction of public expenditure in higher education, a debate has emerged on the sustainability of these institutions, especially in Europe. In this paper we analyse the new social, economical and technological challenges and opportunities which distance education universities are faced with and discuss the reinterpretation of their typical mission. We also explore existing organisational models and propose a new one based on an open network approach.
U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 PandemicAbstract The COVID-19 pandemic has had a profound and rapid impact on higher education institutions across the world. In this study, we report the findings of a survey investigating the rapid transition to emergency remote teaching in the early weeks of the pandemic at public and private post-secondary institutions in the United States. Participants consisted of 897 faculty and administrators at 672 U.S. institutions. Findings reveal that with few exceptions nearly all reporting institutions transitioned to emergency teaching and learning approaches. Administrators reported that faculty with and without online teaching experience pivoted to online teaching, and nearly all administrators indicated that those who did not have online teaching experience were in the process of learning how to teach online. Regardless of whether faculty had previous experience teaching online or not, many faculty reported that they were using new teaching methods. A majority of faculty reported making changes to their assignments or exams as a result of transitioning to a new mode of delivery. Nearly half reported lowering the expected volume of work for students (including dropping assignments or exams) and/or shifting to a pass/fail model for this semester. The primary areas where faculty and administrators identified a need for assistance related to student support, greater access to online digital materials, and guidance for working from home. This study provides an early snapshot of efforts towards teaching and learning continuity at a large scale and provides some insights for future research and practice.
International education: perspectives and development strategies for modern youthModern еducatіon has to bеcome іntercultural. The aim and result of cross-cultural education is the developed ability of qualified and competent interaction in different cultural contexts.