Distance educational technologies in teaching mathematical disciplines to students of pedagogical universities
DOI:
https://doi.org/10.22633/rpge.v25iesp.6.16125Keywords:
Distance learning, Traditional learning, Electronic educational resources, Educational platformsAbstract
The global pandemic of 2020 and 2021 was a turning point for the higher education system. Higher educational institutions should be ready to switch to a distance learning format at any time. This article attempts to discuss the problems that arise in teaching mathematics to students of a pedagogical university when introducing distance educational technologies and recommendations for solving these problems. To that end, a survey was performed conducted at the Faculty of Physics and Mathematics of the Mordovian State Pedagogical University. The research process comprises theoretical methods (studying and analyzing scientific, methodological, and educational literature). As a result, the analysis of modern distance educational technologies for students ' communication with a teacher is presented and the problems of transition from traditional to distance learning are identified. Some recommendations on health care in the distance learning format of mathematical disciplines are highlighted.
Downloads
References
BABAYAN, A. V.; VEZIROV, T. G. Ensuring the effectiveness of professional training of masters on the basis of distance educational technologies. Higher education today, n. 1, p. 38-41, 2016.
BRINDLEY, J.; WALTI, C.; BLASCHKE, L. Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, v. 10, n. 3, p. 1–18, 2009.
CHEN, P.; GONYEA, R.; KUH, G. Learning at a distance: Engaged or not? Innovate, v. 4, n. 3, 2008.
GONCHAROVA, Z. G. distance learning as an innovative model of teaching mathematics in the higher school. Pedagogy and psychology of education, n. 4, p. 95-103, 2019.
JUWAH, C. Interactions in online peer learning. In: SHARMA, R. C.; JUWAH, C. (Eds.) Interactions in Online Education. Implications for Theory and Practice. New York: Lawrence Erlbaum. 2006. p. 171–190.
KURUCAY, M.; INAN, F. A. Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, v. 115, p. 20–37, 2017.
MONEY, W. H.; DEAN, B. P. Incorporating student population differences for effective online education: A content-based review and integrative model. Computers & Education, v. 138, p. 57–82. 2019.
NGUYEN, A.; PIECH, C.; HUANG, J.; GUIBAS, L. Codewebs: scalable homework search for massive open online programming courses. In: INTERNATIONAL CONFERENCE ON WORLD WIDE WEB, 2014. Proceedings […]. 2014. p. 491-502.
NOGUERA, I.; GUERRERO-ROLDÁN, A. E.; MASÓ, R. Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers & Education, v. 116, p. 110–129, 2018.
SARVANOVA, Z. A.; KOCHETOVA, I. V.; KIRSANOVA, A. A. Modern educational technologies in the formation of methodological competence of students-mathematicians of a pedagogical university. Modern high-tech technologies, n. 6-2, p. 330-334, 2021.
SHUKSHINA, T. I.; HULL, J. A.; RYZHOV, D. V. features of practice-oriented training of future teachers in the digital educational environment of pedagogical University. Global scientific potential, v. 6, n. 111, p. 22-26, 2020.
ZEMSH, M. B. Inclusive approach in professional training of students with special educational needs. Kant, v. 3, v. 28, p. 50-54, 2018.
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Revista on line de Política e Gestão Educacional
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.